An investigation into the development of learner autonomy through out-of-class activities among Vietnamese english major students at a University in Hanoi

Tóm tắt

This study explores the development of language autonomous learning practices among Vietnamese English-major students at a university in Hanoi, focusing on out-of-class activities. The primary aim is to investigate students' perceptions and experiences regarding self-directed learning beyond the classroom. By addressing the gap in existing research, the study was conducted to understand how these students navigate autonomous learning, including the challenges they encounter and the strategies they adopt. A mixed-methods approach was employed, combining quantitative data from questionnaires with qualitative insights from semi-structured interviews. The participants included first- and second-year English-major students, focusing on their out-of-class learning behaviors and the difficulties encountered. The quantitative data provided an overview of their engagement, while the qualitative data offered deeper insights into their out-of-class learning activities and learning difficulties in their opinion. The findings revealed that students struggle primarily with metacognitive capacity, motivation, and English proficiency. Despite these challenges, the study also highlighted students' efforts to engage in out-of-class activities as well as some activities regarding setting learning goals, monitoring their progress, and evaluating their language learning outside the classroom. This research aims to inform educational stakeholders on fostering learner autonomy more effectively by addressing students' specific needs and promoting targeted support mechanisms.