E-Learning and Learner Autonomy in an EFL Class in Vietnam

Autor/in	Lien, Tran Thi Ngoc
Titel	E-Learning and Learner Autonomy in an EFL Class in Vietnam
Quelle	In: Language Teaching Research Quarterly, 27 (2022), S.9-23 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Personal Autonomy; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Online Courses; Self Management; Vietnamese People; College Faculty; Teacher Attitudes; Undergraduate Students; Student Attitudes; Metacognition; Virtual Classrooms; Student Behavior; Student Motivation + Suchen Sie Ihr Suchwort? Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Selbstmanagement; Fakultät; Lehrerverhalten; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student behaviour; Schulische Motivation
Abstract	Learner autonomy has long been a matter of great interest in the world of EFL pedagogy and practice. It is one of the qualities that teachers want to cultivate as they know that developing this core value is synonymous with training an independent, confident, and effective learner. There have been numerous studies on this subject in the educational setting; however, those conducted to examine learners' ability to self-control their learning in the online context are still far from sufficient. This research was conducted with the exploratory survey to examine learner autonomy in EFL classes in Vietnam, where e-learning has recently been made mandatory due to the Covid 19 pandemic. It involved the total participation of 20 teachers and 100 students randomly selected from five Vietnamese tertiary institutions. Results showed a good understanding of the course instructors about the importance of learner autonomy in the online courses and the need to promote it. The students, however, were not well aware of their self-regulated learning tasks. From the study results, we could realize some problems regarding the students' behavior in the virtual learning environment and differences in teachers' and students' perceptions of this notion. The research findings also supported the researcher in making recommendations to motivate self-controlled learners. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01