tailieunhanh - Effect of learner autonomy on English proficiency of non English major students

Learner autonomy (LA) has been considered to be one of the important goals in education. This article investigates the effect of LA on English proficiency (EP) of non-English major students. 635 Vietnamese students from five member universities of the University of Danang completed the questionnaire on LA. | 38 Ho Si Thang Kiet EFFECT OF LEARNER AUTONOMY ON ENGLISH PROFICIENCY OF NON-ENGLISH MAJOR STUDENTS Ho Si Thang Kiet The University of Danang - University of Foreign Language Studies; Abstract - Learner autonomy (LA) has been considered to be one of the important goals in education. This article investigates the effect of LA on English proficiency (EP) of non-English major students. 635 Vietnamese students from five member universities of the University of Danang completed the questionnaire on LA. The collected data was compared with the scores of their English language course. The results show that there are overall positive and significant correlations between LA and their EP. However, while there are significant correlations between LA and EP among high proficiency learners, such correlations do not exist among low proficiency learners. The results also indicate that LA can predict students’ EP. The study suggests that students should be aware of the importance of LA and empowered to take charge of their own learning process to enhance their language proficiency. Also, LA may be used by university administrators to predict learners’ academic potential. Key words - learner autonomy; English proficiency; correlations; predict, learning process. 1. Introduction Since the 1970s, language teaching and learning has shifted its focus from teaching methods to learners as individuals in the teaching and learning process, which was reflected in the development of language teaching methods, learning styles and learner strategies (Hall, 2011). The shift from the teaching process to the learning process with a focus on learners has shaped the concept of learner autonomy, an important feature of language learners who have effective learning strategies (Valadi & Rashidi, 2014). In the globalized world, learner autonomy has become even more important as it has been considered to be one of the important educational goals (Benson and Huang, 2008). Enhancing

• Ngữ pháp tiếng Anh
• Learner autonomy
• English proficiency
• Learning process
• Non English major students
• Concept of learner autonomy
• Teacher autonomy
• Vietnamese tertiary level
• Fostering learner autonomy
• Challenges encountered by EFL teachers
• Encourage learner English autonomy are suggested
• Learner autonomy during learning
• English learning is not quite positive
• The learner autonomy
• Teaching process at the university
• Promoting learner autonomy through self assessment and reflection
• Promoting learner autonomy
• Self assessment and reflection
• Inner strength of working independently outside
• Self assess their own skills
• Schoology facilitates EFL learner autonomy
• Writing practice
• EFL learner autonomy
• Practicing writing skill
• Promote learner autonomy
• Foreign language
• Teaching and learning English
• Curriculum based approaches
• Technology based approaches
• Student centered learning
• Learner involvement
• Learner engagement
• Learning design
• Pedagogical ​implication
• ESL/EFL education
• Language classes
• Second language acquisition
• Journal of science
• EFL students’ voices on learner autonomy
• University in the Mekong delta
• English as a Foreign Language
• Investigate students’ learner autonomy
• VNU Journal of Science
• Foster learner autonomy in country studies
• Faculty of English
• Hanoi National University of Education
• Non English majored students
• Flipped learning
• Teacher’s roles
• Develop learner autonomy
• Teachers’ beliefs
• Teacher centered model
• Learner center model
• Blended learning
• Technological platforms
• EFL class
• Promoting learner self efficacy
• Online learning technology
• School management learning system
• EFL teachers’
• English asa foreign language
• Cultivate students’ autonomy
• Learning English
• Digital era
• Genuine autonomy
• Exploiting technology
• Autonomous learners
• Promoting learning autonomy
• Control learning
• Language teaching
• English classes
• Language learners’ and teachers’ perceptions relating to learner autonomy
• Are they ready for autonomous language learning
• The students’ language curriculum
• Non English majored
• Developing learner autonomy based foreign language proficiency enhancement model
• Foreign language proficiency enhancement model
• Vietnam’s public officials
• Civil servants and public employees
• Foreign languages at work effectively
• Language learning processes
• Language learner autonomy
• Language learning opportunities inside
• Outside classroom
• Different contexts of learning
• Extensive reading
• Non English majored students
• Hanoi Pedagogical University No 2
• Questionnaire data indicate
• Master thesis
• Master thesis English teaching methodology
• English teaching methodology
• Developing learner autonomy
• Action projects
• E Learning
• Learners’ ability to self control
• Self regulated learning tasks
• Virtual learning environment
• Language education
• Multidimensional construct
• Several models
• Self organization
• Communication strategies
• Motivational strategies in the language classroom
• Language classroom
• Motivation sensitive teaching practice
• Basic motivational conditions
• Creating learner autonomy
• Doctor of philosophy thesis
• Theory and methodology of English language teaching
• EFL teachers
• Students’ perceptions
• Practices regarding learner autonomy