Tran Lam Bach

Ho Chi Minh Technical-Economic College, Vietnam

DOI : https://doi.org/10.47191/ijsshr/v6-i5-82

Google Scholar Download Pdf
ABSTRACT

A descriptive quantitative research was conducted at the college of Technical – Economic in Ho Chi Minh City, Vietnam. The main aims of the research were to specify the roles of teachers in promoting learner autonomy for non-English majored students. The data were collected through two sets questionnaire referring teachers’ roles and challenges teacher encounter in promoting learner autonomy. The findings reveal that most teachers take the role of counsellor more than the other roles (M=4.23). This finding also shows that teachers and students had good rapport in teaching and personalizing students’ learning. This is similar to most of studies in the same topic of learner autonomy. Dealing with the challenges of constrains that teacher encounter during their teaching practice, the findings showed that students lack of skills in managing their studying effectively (M=3.45). This was particular true for students who have just transferred their studying from high schools to universities. they need time to adapt themselves in a new learning environment where the self-awareness of studying is the main source of acquiring knowledge.

KEYWORDS:

learner autonomy, roles, facilitator, counsellor, resource, manager, challenges.

REFERENCES

1) Areglado, R. J., Bradley, R.C., & Lane, P. S. (1996). Learning for life: Creating classrooms for self-directed learning. CA: Corwin Press.

2) Auerbach, E. (2007). Commentary on part one: Necessary contradictions and beyond. In A. Barfield & S.H. Brown (Eds.), Reconstructing autonomy in language education: Inquiry and innovation (pp. 84-92). NY: Palgrave Macmillan.

3) Barfield, A. & M. Nix (eds.) (2003). Learner and teacher autonomy in Japan 1: Autonomy you ask! Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

4) Benson, P., & Voller, P. (1997). Introduction: Autonomy and independence in language learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 1-12). London: Longman.

5) Bocanegra, A. & Haidi, W.A. (1999). Language Learner Autonomy in Practice: Possibilities in a Foreign Language Situation. Revista Alicantina de Estudios Ingleses 12, 7-17

6) Boud, D. (1981). Towards student responsibility for learning. In D. Boud223 (Ed.), Developing student autonomy in learning (pp. 21-37). London: Kogan Page.

7) Breen, M. P. & A. Littlejohn (eds.) (2000). The process syllabus: Negotiation in the language classroom. Cambridge: Cambridge University Press.

8) Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal 54(2), 109–117.

9) Dam, L. (2011). Developing learner autonomy with school kids: principles, practices, results. In D. Gardner (ed.), Fostering autonomy in language learning. Gaziantep: Zirve University, 40-51 [online]

10) Dam, L. (2000). Evaluating autonomous learning. In Sinclair et al. (eds.), 48–59.

11) Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R.M. (1981). An instrument to assess adults & orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5), 642- 650. doi: 10.1037/0022-0663.73.5.642

12) Dickinson, L. (1987). Self-instruction in Language Learning. Cambridge: Cambridge University Press.

13) Elena, M. & Nucamendi, L. (2014). Autonomy in language learning: the learner, the teacher and the institution. Universidad de Quintana Roo. San Gervasio. México

14) Ellis, G. and B. Sinclair (1989). Learning to learn English: a course in learner training. Teacher’s book. Cambridge: Cambridge University Press.

15) Fumin, F. &; Li, Z. (2012). Teachers’ roles in promoting students’ learner autonomy in China. English Language Teaching, 5(4), 51–56.

16) Gibbs, B. (1979). Autonomy and authority in education. Journal of Philosophy of Education, 13(1), 119-132. doi:

10.1111/j.1467-9752.1979.tb00527.x

17) Higgs, J. (1998). Planning learning experiences to promote autonomous learning. In BOUD, D. Developing Student Autonomy in Learning (second edition) (40- 58), Edited by: London: Kogan Page.

18) Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.

19) Huang, J. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research, 10(1), 95-117. https://doi.org/10.1177/136216880601000107

20) Knowles, M. (2001). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.

21) Lai, J. (2001). Towards an analytic approach to assessing learner autonomy. The AILA Review 15, 34–44.

22) Lewis, M. and Reinders, H. (2008). Using student-centered methods with teacher-centered students. Ontario: Pippin Publishing [online]

23) Little, D. (1991). Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik.

24) Little, D. (1996). Freedom to learn and compulsion to interact: Promoting learner autonomy through the use of information systems and information technologies. In R. Pemberton, E. Li, W. Or, & H. Pierson (Eds.), Taking Control: Autonomy in Language Learning (pp. 203-218). Hong Kong University Press.

25) Littlewood, W. (2002). Cooperative and collaborative learning tasks as pathways towards autonomous interdependence. In Benson & Toogood (eds.), 29–39.

26) Lynch, T. (2001). Promoting EAP learner autonomy in a second language university context. In J. Flowerdew & M. Peacock (eds.), Research perspectives on English for academic purposes. Cambridge: Cambridge University Press, 390– 403.

27) Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon, UK: Multilingual Matters.

28) Marshall, J.D. (1996). Michel Foucault: Personal autonomy and education. NY: Kluwer Academic.

29) Morrison, B. (2005). Evaluating learning gain in a self-access language learning centre. Language Teaching Research 9.3, 267–293.

30) Murphey, T. (2003). Learning to surf: Structuring, negotiating, and owning autonomy. In A. Barfield, & M. Nix (Eds.), Leaner and Teacher Autonomy in Japan: autonomy you ask! (pp.1-10). Tokyo, Japan: JALT.

31) Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192-203). London: Longman.

32) Paiva, V. L. M. O. (2005). Autonomy in second language acquisition. In SHARE: An electronic magazine by Omar Villarreal and Marina Kirac, (146) 6.

33) Rivers, W. P. (2001). Autonomy at all costs: An ethnography of metacognitive self-assessment and self-management among experienced language learners. The Modern Language Journal 85.2, 279–290.

34) Shimo, E. (2003). Learners’ perceptions of portfolio assessment and autonomous learning. In Barfield & Nix (eds.), 175–186.

35) Simonian, J. & M. Robertson (2002). Learner empowerment through self-evaluation. In Mackenzie & McCafferty (eds.), 199–206.

36) Tudor, I. (1996). Learner-centeredness as language education. Cambridge: Cambridge University Press.

37) Voller, P. (1997). Does the teacher have a role in autonomous learning? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 98 - 113). London: Longman.

38) Wall, S. (1998). Liberalism, perfectionism and restraint. Cambridge: Cambridge University Press.

39) Weimer, M. (2002). Learner-Centred teaching. San Francisco: Jossey Bass. A Wiley Company.

40) Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self- determination theory. Journal of Personality and Social Psychology, 70(4), 767-779.

41) Winch, C. (1999). Autonomy as an educational aim. In R. Marples (Ed.), The aims of education (pp. 74-84). London: Routledge.

42) Wolff, D. (2003). Content and language integrated learning: A framework for the development of learner autonomy. In Little et al. (eds.), 211–222.

43) Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 1–23.

44) Zimmerman, B. J., Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. Handbook of Academic Learning: Construction of Knowledge, 105-125.

VOlUME 06 ISSUE 05 MAY 2023