Fostering learners’ autonomy in enchancing reading comprehension skills for students at a high school in Ha Noi = Phát huy tính tự chủ trong việc nâng cao kỹ năng đọc hiểu cho học sinh tại một Trường THPT ở Hà Nội

Tóm tắt

This research involved the exploration of the LA strategies in fostering LA among students in reading comprehension skills. This current research makes an attempt to investigate the strategies teachers have applied to foster Learner Autonomy in enhancing reading comprehension skills among high school students in Hanoi. Moreover, the study examined the effectiveness of implementing such strategies in promoting students’ autonomy in reading comprehension skills, as perceived by both teachers and learners, as well as learners’ attitudes towards these learner autonomy strategies. The participants were 33 high school students who were enrolled in the Reading English course. The quantitative data were gathered using the General English Reading Ability pre- and post-tests, along with the Learner Autonomy Training Strategies Questionnaire. Qualitative data was obtained from Reading Diary, Teacher's Observation Checklist, and Learner Autonomy Training Interviews. Additionally, the findings showed that students frequently employed cognitive and metacognitive strategies during extensive reading, and their positive attitudes toward both reading and learner autonomy also increased. Based on the study findings, it could be concluded that the implemented LA strategies could improve reading ability and foster learner autonomy, ultimately enabling language learners to become more independent readers.