Learner autonomy in learning English reading skills

Learner autonomy in learning English reading skills is an area not being extensively explored in Vietnam so far. This study aims at investigating first-year English majored students’ perceptions of learner autonomy and their practices of learner autonomy in learning reading skills at a university in Vietnam.

LANGUAGE TEACHING METHODOLOGY v LEARNER AUTONOMY IN LEARNING ENGLISH READING SKILLS NGO PHUONG ANH*, DAO THI HONG THUY** * Hanoi University of Science and Technology,  anhbkhn@gmail.com ** Hanoi University of Science and Technology,  thuy.daothihong@hust.edu.vn Received: 27/4/2019; Revised: 07/5/2019; Accepted: 17/5/2019 ABSTRACT Learner autonomy in learning English reading skills is an area not being extensively explored in Vietnam so far This study aims at investigating first-year English majored students’ perceptions of learner autonomy and their practices of learner autonomy in learning reading skills at a university in Vietnam Instruments used in the study consist of a questionnaire survey and indepth interviews The structured questionnaire was administered to 99 participants and an indepth interview was followed up with 11 students who were selected by their mark range from below average, above average and very good mark Two instruments were employed to triangulate data to fulfill the main aim of the research The results of the survey and the in-depth interview reveal that almost all the students understood the concept of learner autonomy and were aware of learning autonomous activities However, the in-depth interview results indicate that the students still wanted to be reliant on their teachers in class to gain better results It is suggested that teachers should make learners independent in their learning process In addition, teachers should create favorable learning environment to facilitate learner autonomy in learning reading skills Keywords: learner autonomy, autonomous learners, reading learning strategies INTRODUCTION Learner autonomy is a topic of much concern for scholars in the world However, in Viet Nam, few researchers such as Dang Tan Tin (2010), Nguyen Thanh Van (2011) had studies on the topic It is obvious that in Vietnam, students are accustomed to being obedient and passive in class and teachers function as dictators in the class, i.e., not giving students opportunities to decide on what and how to learn In addition, research on learner autonomy in reading skills is not widely found, particularly in Vietnam This paper aims at reporting the results of a research study on learner autonomy perception and practices of learning reading skills in Vietnam More specifically, it attempts to find out evidence of students’ learner autonomy (LA) in learning EFL reading skills, their perceptions of LA concept, their habits and strategies in learning English reading skills LITERATURE REVIEW Learner autonomy is defined by Holec (1981) as the ability of students to take charge in their learning The concept bears the meaning of the students’ ability to observe and participate in new experience and then incorporate new knowledge KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 47 v LANGUAGE TEACHING METHODOLOGY into their existing knowledge and modify the latter when needed 2.1 Autonomous language learners According to Holec (1981), an autonomous learner is a manager of his or her own learning processes and he/she has the ability to determine the goals, contents and progressions; choose and use methods and techniques to achieve those objectives and what has been acquired A quite similar opinion is given by Sheerin (1997) i.e., learner autonomy is the capacity of analyzing needs; setting objectives; planning a program of work; choosing materials and activities; working unsupervised and evaluating progress Sheerin agrees with Holec about three features of autonomous language learners including (1) determining the objectives; (2) selecting materials and techniques and (3) evaluating what has been achieved; however, she points out two other characteristics of working without supervision Voller (1997) says that “The truly autonomous learner would not need a teacher at all” (p 107) Besides, in Ding’s (2015) viewpoint, autonomous learners take responsibility for (1) working without supervision; (2) choosing material; (3) setting long-term and short-term objectives; (4) prioritizing objectives; (5) deciding when and how long to work on an objective; (6) assessing progress; (7) evaluating programs; (8) having a degree of knowledge of the language system; and (9) being self-motivated and self-disciplined The author also emphasized that above all, autonomous learners must be disposed to take responsibility and creative learners who are capable of “stepping back” from learning in order to assess what they are doing and why From what are discussed earlier, an autonomous language learner should be the one who (1) takes responsibility for their whole learning; (2) determines achievable targets and overall objectives; (3) plans a program of work to achieve the objectives set; (4) selects materials, methods 48 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) and techniques; (5) evaluates ones’ progress; (6) uses appropriate learning strategies; (7) has appropriate knowledge about the target language and language learning; and (8) has instinctive motivation The eight key characteristics noted above are explored in this researching context 2.2 Autonomous learning strategies for reading skills The success of learner autonomy may require the understanding of how to use different reading strategies effectively and efficiently Hence, learning and practicing are necessary accordingly Benson (2001, p 75) argued that “…fostering autonomy does not imply that we simply leave learners to their own devices, but that we actively encourage and assist them to take control of their learning.” The possession of reading strategies is an essential factor for students to be successful in reading activities and to have better reading comprehension It may be also necessary for teachers to provide suitable guidelines and recommendations to students In this study, some reading strategies selected are 1- cognitive strategies, i.e., approaches “in which learners work with and manipulate the task materials themselves, moving towards task completion” (Chamot and Kupper, 1989, p 14), 2- metacognitive strategies, i.e., involvement of thinking about the learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned, 3- compensation strategies, i.e, the ones for compensating for limitations in their language, e.g., unfamiliar vocabulary and unknown concepts (Oxford, 1990) 2.3 Previous studies on learner autonomy The most recent works on learner autonomy was a review by Đinh Thị Hồng Thu (2017) about LANGUAGE TEACHING METHODOLOGY learner autonomy in learning foreign languages in Vietnam Before that, Nguyen Thanh Van (2011) completed a study investigating the perceptions of responsibilities and abilities related to autonomous learning of the language and the students’ autonomous learning activities in and outside of class The study involved 63 non – English majored students from 24 colleges across Vietnam, the questionnaire consisted of three main sections with 42 items The results show that the concept of learner autonomy was still alien to both the students and teachers The study suggested that autonomous learning be incorporated in the students’ language curriculum Dang Tan Tin (2012) carried out a study of learner autonomy perception and performance on Vietnamese students in online and offline learning environments with the objectives of fostering learner autonomy in the higher education sector in Vietnam Using a mixed method design, the study relied on a 62 –item questionnaire Valid responses were received from 562 EFL undergraduate students in four universities in several countries and semi-structured interviews were conducted with eleven students at the end of the course to gain more insights into their autonomous learning behaviors The findings showed that students’ perception and performance of learner autonomy were positively correlated with each other at the beginning of the course However, this relationship was not confirmed at the end of the course Other finding suggested that preference, motivation and attitude prominently contributed to the shaping of students’ autonomous learning These findings called for an approach in educational reforms to foster learner autonomy, particularly in an examination – oriented context as Vietnam The strength of the study was that the results help stakeholders design appropriate pathways to promote learner autonomy The researchers have applied with adaptations both the questionnaire and interview from Dang Tan Tin (2012) There are other researchers in the world investigating learner autonomy For example, the v effect of learner autonomy on language learning was examined by Yanling (n.d) The author looked at the benefits of developing learner autonomy and implementing autonomous strategies conducted by Shanxi University of Finance and Economics The results indicated autonomous learning strategies helped improve EFL outcomes for this group of students in Chinese tertiary education Students’ motivation was aroused and most of them volunteered to find appropriate reading materials to read and to persist in listening to the radio station in their spare time every day They could take an active part in all kinds of activities outside class, such as English speech contests and English singing contests at the university Students became used to some learning strategies Every student made his/her owned detailed daily timetable for study and activities Students realized that, in the area of foreign language learning, an increased awareness of the learning process was very important so they paid more attention to process than product of study and took an active role in class activities such as in pairs and small groups Zarei & Gahremani (2010) investigated the relationship between postgraduate students’ autonomy and their reading comprehension ability at Islamic Azad University, Takestan To this end, a 32 – item questionnaire and a 20-item multiple-choice reading comprehension test were administered to 90 participants The collected data were analyzed using the Correlation procedure, one way ANOVA and Regression analysis A number of conclusions can be drawn from the statistical analyses and the obtained results The study indicated that there was a positive relationship between learner autonomy and their reading comprehension ability and another result was that proficient and autonomous readers were more confident in dealing with complex reading activities Recently, Channuan (2015) carried out a research study on promoting learner autonomy through an extensive reading (ER) program among second-year undergraduate students of Naresuan University in Thai Land Thirty-seven KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 49 v LANGUAGE TEACHING METHODOLOGY undergraduate students who were enrolled in the Reading Academic English course were classified into high and low proficiency groups based on their general English reading pretest mean scores Quantitative data were then collected through a general English reading ability pre- and posttest and a learner autonomy training strategies questionnaire After the 10-week ER program, the test scores showed that the students’ English reading ability was significantly improved The findings from the questionnaire indicated students’ frequent use of cognitive and metacognitive strategies in ER as well as an increase in their positive attitudes toward both reading and learner autonomy It could be concluded that ER enhances reading ability and promotes learner autonomy Louis and Pereira’s (2003) conducted a study about remedial EFL students in an EST (English for Science and Technology) reading course at the Simon Blivara University in Caracas, Venezuela Most of their students failed the regular courses and many was not confident with read in foreign language In an attempt to motivate their students and help them find their own inner potential, they turned to the research done in motivation, and learning styles As they believed students played a decisive role in their own learning process, students were allowed to choose the reading activities they considered most beneficial and as fear of traditional type reading test was high among them, portfolios and contracts were also offered as an alternative form of assessment with regard to the feedback obtained from their students, 96% thought that the alternative assessment used to evaluate their academic achievement in reading comprehension during the parallel remedial course had had a positive influence on them The majority of the students (78%) said that they were under less pressure and could work better in class Obviously, thanks to autonomous learning strategies, the students became more confident and studied better In summary, the previous studies under review indicate a deficiency in the studies about learner 50 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) autonomy in learning English reading skills in Vietnam, this leads to the study being conducted In addition, the questionnaire from Dang Tan Tin (2012) and the interview questions from Borg and Saleh Al-Busaidi (2012) in the review were adapted for this study METHODOLOGY 3.1 Research design Mixed method approach (Cresswell, 2005) which combines both quantitative and qualitative methods has been employed in this project A questionnaire survey (quantitative) was used for collecting data for the perceptions of students and practices, while the in-depth interviews (qualitative) are to investigate the students’ thoughts and habits, and later to triangulate with the data from the questionnaire In the first phrase, quantitative data were collected from the questionnaire being delivered to all first–year students, i.e., 99 students at the university under study to identify their perceptions of learner autonomy and the practices as revealed in English reading Based on what were learnt from the first stage, the researchers adapted the interview questions from Borg and Saleh Al-Busaidi (2012) and Dang Tan Tin (2012) to deepen the data gained from the questionnaire 3.2 The subjects The participants of the present research were ninety-nine first-year English students at the researched university They are from 18 to 19 years old and have spent at least to at most 10 years learning English at both secondary and high school They have never been given any training in learner autonomy in learning reading skills By the time the researchers gathered the data for this study, they finished the second term of the school year LANGUAGE TEACHING METHODOLOGY The eleven students for the in-depth interviews were chosen from the ninety-nine participants by their scores of reading skills (i.e, according to proficient, middle and bottom levels) in the first semester They were representative of first year top-, middle- and bottom- students respectively 3.3 Questionnaire design The questionnaire is designed to answer the first question “What are the student’s perceptions on ‘learner autonomy’?” and the second question “What are the students’ actual practices in EFL reading learning?” The type of semi-structure was used to gather information in greater depth The items of questionnaire are adapted from Ustunluoglu (2009) with the study entitled “Autonomy in language learning: students take responsibility for their learning” The main purpose is to investigate the students’ perceptions on learner autonomy and autonomous strategies This questionnaire comprises three parts, i.e., the background of the students, students’ perceptions on learner autonomy & students’ practices in EFL reading, how these practices reveal about their learner autonomy and autonomous strategies of first– year English majors of the university under research, when the students used the strategies to master reading skills In the first part, the researchers aimed to gather the information relating to the participants’ gender, age, living area, phone number In the second part, nine statements are given to the students to check their knowledge about the learner autonomy They circle among five choices on a five – point Likert scale (strongly agree =1, agree = 2, neutral =3, disagree =4, and strongly disagree =5) where appropriate, after that the perceptions of the autonomy in learning reading skills with ten items for students to put a tick to one in three choices where appropriate In the third part, the questionnaire contains thirty items, i.e., responses v to each item were measured in a five-point Likert scale (strongly agree =1, agree = 2, neutral =3, disagree =4, and strongly disagree =5), students marked one choice among the statements The questions focus on learners’ practices in learning reading skills, specifically, the aspects of learning autonomy practices or strategies such as planning learners’ learning, setting out learning objectives, deciding learning methods, choosing learning materials and learner’s self-evaluation in the processes of learning reading skills The table 3.1 below shows the main content of each section of the questionnaire and the purpose of each section Table 3.1 Main content of the questionnaire and the purpose of each section Part Content Purpose The background of the participants an overview of the participants Statements about the participants’ perceptions on learner autonomy in learning reading skills - Part 2.1 item 1, item 2, item 3, item 4, item 5, item 6, item 7, item and item - Part 2.2 item 1, item 2, item 3, item 4, item 5, item 6, item 7, item 8, item and item 10 To understand the students’ perceptions Statements about practices in EFL reading reveal about their learning autonomy To gain the practices revealing in English reading - There are items about cognitive strategy: item 1, item 2, item 3, item 4, item 5, item 28, item 29 and item 30 - There are 19 items about metacognitive strategy: item 6, item 7, item 8, item 9, item 10, item 11, item 12, item 13, item 14, item 15, item 16, item 17, item 18, item 19 and item 20, item 21, item 22, item 23, item 24 - There are items about compensation strategy: item 25, item 26, item 27 The data analysis focuses on what respondents assessed learner autonomy and reading strategies KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 51 v LANGUAGE TEACHING METHODOLOGY in the process of learning reading skills The questionnaire was distributed face-to-face to the students by the researchers To make sure that the students answer the questionnaire by themselves, they were asked to complete the questionnaire in the class after a language period in a large lecture hall To avoid any misunderstanding, we explained and gave clear instruction as well as the purpose of the questionnaire In addition, we were with the students during the time they filled out the questionnaire to give any necessary explanation or assistance They were informed that the questionnaire was not a test and there is no right or wrong answer Therefore, the students just needed to give their own opinion It took about 15 minutes for the students to complete the questionnaire After, the data were transferred to a computer and stored in a data file and printed out in hard copy form for analysis 3.4 In-depth Interviews With the expectation that by using interviews, a researcher can freely use prompts to obtain response clarity or additional information (Burke & Larry, 2000), face-to-face interviews with the researchers ‘were adopted to find out more about students’ perceptions and practices at a university in Vietnam This instrument is used to triangulate the data about students’ perception and practices which were disclosed via the questionnaire survey In this research, we chose face-to-face indepth interviews, a lot of extra information can be added to the verbal answer of the interviewees on a question (Raymond, 2006) Additionally, interview questions are structured and based on the information from the questionnaires, aiming to clarify data from the questionnaire 3.5 Data Collection procedure The data collection procedure was taken place around one semester at the university under research, which was equivalent to 15 continuous 52 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) weeks The questionnaire instrument was used in to investigate the students’ perception about LA at the end of the semester The questionnaire were delivered to 99 students and the main content of the questionnaire was about the students’ thoughts about LA and their practices of learning reading skills including strategies they used to learn The questionnaire results were collected and the data were analyzed by the use of SPSS program Finally, the researchers chose 11 students to take part in an in-depth interview which took place in an empty classroom to avoid disturbance The interview with each student lasted in two hours (about 11 minutes for each participants) Before being interview fifteen minutes, the participants were given a list of questions and gave any explanation if necessary In addition, the participants were informed about the purpose as well as the nature of the interview They were explained that there were no right or wrong answers in the interview and their answers would have no effect on their study results Therefore, they were encouraged to say what they really did and to answer as honestly as they could The answers of the interviews were recorded in Vietnamese and translated into English 3.6 Data analysis procedure The data were analyzed by “qualitative content and analysis” which is “a research method for the subjective interpretation of the content of text data through the systematic classification process of coding and identifying theme and patterns” (Hsieh & Shannon 2005, P.1278) Finally, the steps of data analysis are presented in the following steps The data analysis consisted of four steps, which are 1) transcribing the data, 2) pre-coding and coding, 3) producing a form of data display, and 4) interpreting the data and drawing conclusions These four steps were adopted from four phrases of the analytical process suggested by Dornyei (2007, LANGUAGE TEACHING METHODOLOGY v pp.246-257) In addition, suggestions on analyzing coded data by Rubin and Rubin (2005, pp.201273), Atkinson (1998, pp 54-58), and Seidman (2006, pp.112-131) were also taken into account RESULTS AND DISCUSSION 4.1 Results from the questionnaire 4.1.1 Results of the perceptions of the concept “learner autonomy” Figure 4.2 Student’s perception of responsibility in learner autonomy As can be seen from figure 4.1, the percentage of students understood the concept of the learner autonomy at the beginning of the course occupies 88.3% and the minority (11.7 %) still did not show their awareness of the learner autonomy at the beginning of the semester and 8.5% teachers are supposed to be responsible for progress during the semester of learning reading 4.1.2 Students’ perception of responsibility 4.1.3 Practices of learning reading skills The results were also illustrated through figure 4.2 In order to identify the practices of learning reading skills, the researchers investigated how the participants learnt reading skills, specifically the strategies they used consisting of metacognitive, cognitive and compensation Figure 4.1 Student’s perception of the concept ‘learner autonomy’ This graph gives an overview of the students’ perception of responsibility It is noticeable that the students stick to the evaluation of the students’ progress every week and choosing reading materials for learning to their foremost priority (over 50%) whereas the students describe the teachers’ responsibility such as identifying the weakness of the students in style of reading exercises and choosing outside class tasks to improve reading skills as the most important activity Only 3.2 % students decide the objectives in learning reading The cognitive strategies (COG) were used the most frequently by the students They read the topic which attracted their attention (41.5%) and share the knowledge of science and technology with their classmates (39.4%) Moreover, they also looked for reading resources on the internet (37.2%) It can be seen from the results that the participants chose largely the topics of reading exercises and exploited reading resources on the internet They spent less time on looking for reading documentary in the library The results were also shown through figure 4.3 Researched students also used the metacognitive strategies in the process of learning reading skill The statistics below describes the use of metacognitive strategies (MET) by ninetynine students, most of MET strategies KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 53 v LANGUAGE TEACHING METHODOLOGY The participants appeared to be in favor of finding opportunities to work with specialists (38%) and asked the teacher questions when they did not understand- the second highest percentage (37.2%) The least frequent use was to visit my teacher for advice on how to overcome learning difficulties (33%) Figure 4.3 Overall cognitive strategy used by students under research 4.2 Results of the interviews Figure 4.4 Overall metacognitive strategy used by the first year students 4.2.1 The students’ awareness of the concept of the leaner autonomy Eleven interviewees were interviewed for more detailed information about their practices including the autonomous strategies they used in learning reading skills and what the interviewees experienced in learning reading skills In addition, the interviewees were asked to understand the conception of learner autonomy Four of six interviewees understood the concept of learner autonomy They focused on some responsibilities such as having the duty with their learning, evaluating their results and considering teacher as an instructor, choosing their materials or limiting weaknesses and developing their strength Figure 4.5 Overall compensation strategy used by first year students Students used MET strategies at “usually” level more than other levels The most frequently used MET strategies were to make use of available reading materials & resources (39.4%) and reading academic documents to improve their writing skills (39.4%) Besides, they knew their strengths and weaknesses in English reading (37.2%) and wrote down problems faced when learning reading (26.6%) It seems that students under research are flexible in using the strategies in improving the reading skills We analyze using their compensation strategy 54 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) However, two of six interviewees did not fully understand the concept of the learner autonomy They thought that learner autonomy meant “selfstudying”- a limited definition or “hunting the scholarship” 4.2.2 The students’ use of the strategies in learning reading skills For the cognitive strategies, the researchers asked the question “Can you tell your experiences in learning reading skills?” The researchers realized that the participants knew to move towards the task completion They usually read reference books, foreign articles and magazines or exercises to improve reading skills It meant that the cognitive strategies were used most commonly LANGUAGE TEACHING METHODOLOGY by the students because they were easy to practise in learning language A range of responses was elicited, six of eleven interviewees shared the experiences to learn reading skills: However, some students reported to encounter difficulties with learning reading skills “The curriculum is boring and inactive, the teacher only check the key or “I’m lazier in studying” Very few students are not autonomous learners and dependent on the teacher The researchers also wanted to know how the students learn the skills by asking “What you to learn reading skills such as scanning and skimming?”The responses of the interviewee illustrated that the students completed the reading skills by different ways such as watching the tips on the internet or asking their teachers for help However, some still not care about skills of reading and only exercises freely By analyzing two questions above, the researchers realize that the cognitive strategies were used commonly by the students because they were easy to practise in learning language Regarding metacognitive strategies, Chamot and Kupper (1989) mentioned that metacognitive strategies involved thinking about the learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned All interviewees reported their use of planning, monitoring and evaluating the process of the learning reading In order to check interviewee’s habits in setting goals, planning, or evaluating reading skills, the researchers asked the first question “Do you have any objectives in learning reading skills at the beginning of the semester?” The results demonstrated that the majority of those who responded to this item felt that they had objectives when the semester began v Implications In accordance with the findings in the discussion part, the study is concluded with several recommendations for improving students’ learner autonomy in learning reading skills Firstly, the strategies, i.e., cognitive, metacognitive and compensation should be introduced to the students at the beginning of the semester Because some of them had an exact plan at the beginning of the semester but they could not carry out those plans If they were supported with the strategies instructions clearly from the teacher, they may gain more positive results at the end of the semester For this reason, the teachers should engage their students in a strategy awareness and focus them more on the metacognitive strategies, which should be developed in advanced level of language learning Secondly, it is essential for language teachers to encourage students to be active in the classroom and use English outside classroom as much as possible such as participating in seminars and forums, making friends with foreigners The results indicate that students would like to change the way they are learning but they wish their teachers to control their studying so the teachers may need to understand this psychology to have suitable methods to motivate their study Also, practical actions are suggested in order to help students experience outside activities CONCLUSONS This study explores first-year English majored students’ perceptions on learner autonomy, and their practices in learning reading skills In addition, based on the findings of the study, useful recommendations are proposed to foster learner autonomy in mastering reading skills not only inside the university of this research but also in new contexts The most significant findings are made relating to learner autonomy perception KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 55 v LANGUAGE TEACHING METHODOLOGY The data from the questionnaire survey illustrated that the students understood the concept of leaner autonomy However, they still wanted to rely on the teachers in choosing the materials or creating learning motivation In the second place, the study examines what the students’ practices in EFL reading learning reveal about their learning autonomy Most students did not frequently take part in activities (joining reading clubs or forums and seminars) that require arrangements, efforts or plans but they tended to use the available documents on the internet that reflects the changes in their studying at a university Last but not least, students knew to combine three types of strategies, i.e., cognitive, metacognitive and compensation in the process of learning and they chose particular strategies for each phase of one semester However, they tended to use more cognitive strategies for reading skill learning./ References: learner autonomy development PhD thesis, Hong Kong institute of education Holec, H (1981) Autonomy and foreign languages Oxord: Pergamon/Council of Europe Yanling, G N Z (n.d) An emperical investigation of learner retrieved autonomy at < in some EFL classess https://pdfs.semanticscholar.org/ ab5c/45c17fa6bea08592f57c8da3729659c9247f pdf> Louis, R & Pereira, S (2003) Students involvement in an EST reading course for remedial students: a case study Retrieved at Nguyen Thanh Van (2011) Language learners’ and teachers’ Đinh Thị Hồng Thu (2017), Tổng quan nghiên cứu tính tự chủ dạy học học ngoại ngữ Việt Nam, Tạp chí Nghiên cứu Nước ngoài, Tập 33, Số 5, 123-130 perceptions to learn autonomy - Are they ready for Benson, P (2001) Learner autonomy in the classroom New York: McGraw-Hill foreign languages 27 (2011) 41-52 Borg & Saleh, A (2012) Teachers’ beliefs and practices regarding learner autonomy ELT Journal 66(3):283-292 autonomous language learning VNU journal of science, Oxford, R (1990) Language learning strategies: What every teacher should know New York: Newbury House Channuan, P (2015) Promoting learner autonomy through an extensive reading program among second year undergraduate students of Naresuan University Retrived at Sheerin, S (1997) An exporation of the relationship between Chamot, A & Kupper, L (1989) Learning strategies in foreign laguage instruction Foreign Language Annals Voller, P (1997) Does the techer have a role in autonomous Creswell, J W (2005) Planning, conducting and evaluating quantative and qualitatve research Educational research Autonomy & independence in language learning (pp Dang Tan Tin (2010) Learner Autonomy in EFL Studies In Viet Nam: A Discussion from Sociocultural Perspective English Language Teaching Vol 3, No Ding, F (2015) Transition from mainland schools to an Englishmedium Hong Kong university: A longitudinal study of 56 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) self-access and independent learning In P.Benson & P Voller (Ed.), Autonomy & independence in language learning (pp 54-91) New York : Addison Wesley Longman Limited language learning ? In P Benson & P Voller (Ed), 98-113) New York: Addison Wesley Longman Limited Zarei, A & Gahremani, K (2010) On the relationship between learner autonomy and reading comprehension TELL, Vol 3, No 10, 81-99 LANGUAGE TEACHING METHODOLOGY v NĂNG LỰC TỰ CHỦ TRONG VIỆC HỌC KỸ NĂNG ĐỌC TIẾNG ANH NGƠ PHƯƠNG ANH, ĐÀO THỊ HỒNG THÚY Tóm tắt: Tự chủ việc học kỹ đọc tiếng Anh lĩnh vực chưa khai thác nhiều Việt Nam.Nghiên cứu nhằm mục đích điều tra nhận thức việc tự chủ người học thực hành quyền tự chủ người học việc học kỹ đọc sinh viên chuyên ngành tiếng Anh, trường đại học Việt Nam Các công cụ thu thập số liệu sử dụng nghiên cứu bao gồm câu hỏi khảo sát vấn cấu trúc sâu Bộ câu hỏi khảo sát thực với 99 người tham gia vấn sâu thực với 11 sinh viên có điểm đọc tiếng Anh trung bình, trung bình tốt Hai công cụ sử dụng nhằm củng cố số liệu tìm thu thập số liệu phục vụ mục đích nghiên cứu Kết khảo sát vấn sâu cho thấy hầu hết tất sinh viên hiểu khái niệm tự chủ học tập nhận thức hoạt động tự chủ học tập Tuy nhiên, kết vấn sâu cho thấy, sinh viên muốn phụ thuộc vào hướng dẫn giảng giảng viên lớp để đạt kết tốt Một số ý kiến ​​cho rằng, giảng viên nên làm cho người học độc lập trình học tập giảng viên nên tạo môi trường để người học tự chủ việc học kỹ đọc tiếng Anh Từ khóa: tự chủ học tập, người học tự chủ, chiến lược học đọc Ngày nhận bài: 27/4/2019; ngày sửa chữa: 07/5/2019; ngày duyệt đăng: 17/5/2019 KHOA HỌC NGOẠI NGỮ QUÂN SỰ No 19 (5/2019) 57 ... practices in learning reading skills, specifically, the aspects of learning autonomy practices or strategies such as planning learners’ learning, setting out learning objectives, deciding learning. .. check interviewee’s habits in setting goals, planning, or evaluating reading skills, the researchers asked the first question “Do you have any objectives in learning reading skills at the beginning... foster learner autonomy in mastering reading skills not only inside the university of this research but also in new contexts The most significant findings are made relating to learner autonomy