The effect of learner autonomy on English proficiency of non-English major students
Tóm tắt: 72
| 
PDF: 75 
##plugins.themes.academic_pro.article.main##
Author
Từ khóa:
learner autonomy
English proficiency
correlations
predict
learning process
Tóm tắt
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.
Tài liệu tham khảo
-
[1] Benson, P. Teaching and researching autonomy in language
[2] learning. Essex: Pearson Education Ltd, 2001.
[3] Benson, P., & Huang, J. Autonomy in the transition from
[4] foreign language learning to foreign language teaching. D.E.L.T.A.,
[5] (esp.), 421-439, 2008.
[6] Borg, S. and Al-Busaidi, S. Learner autonomy: English language teachers’ beliefs and practices. London: British Council, 2012
[7] Dafei, D. An exploration of the relationship between learner autonomy and English proficiency. Asia EFL Journal, 1-23, 2007.
[8] Dang, T.T. Learner autonomy in EFL studies in Vietnam: A discussion from sociocultural perspective. English Language Teaching, 3(2), 3-9, 2010.
[9] DeVellis, R. Scale development: theory and applications. Thousand Okas, CA: Sage, 2003.
[10] Dickinson, L. Self-instruction in language learning. Cambridge: Cambridge University Press, 1987.
[11] Hall, G. Exploring English language teaching. Taylor &Francis e-Library, 2011.
[12] Holec, H. Autonomy and foreign language learning. Oxford: Pergamon Press. (First published in 1979, Strasbourg: Council of Europe), 1981.
[13] Jiménez Raya, M., Lam, T. and Viera, F. Pedagogy for autonomy in language education in Europe: Towards a framework for learner and teacher development. Dublin, IE: Authentik, 2007.
[14] Lamb, M. “It depends on the students themselves”: independent language learning at an Indonesian state school. Language, Culture, and Curriculum, 17(3), 229-245, 2004.
[15] Little D. Learner autonomy: Drawing the threads of self-assessment, goal-setting, and reflection. Retrieved from http://archive.ecml.at/mtp2/Elp_tt/Results/PagEF/e06.html, 2007
[16] Masita, D. D. EFL students’ ability in performing autonomous learning and their writing proficiency across cognitive styles. Jurnal Pendidikan, 1(6), 1204 - 1215, 2016.
[17] Morimoto, Y. “How we get hooked”-what motivated students to commit themselves so fervently into autonomous and collaborative English learning projects? In E. Skier & M. Kohyama (Eds.), Learner and teacher autonomy in Japan 2: Autonomy you ask! (pp. 113-140). Tokyo, Japan: The Learner Development Special Interest Group of the Japan Association for Language Teaching, 2006.
[18] Myartawan, I.P.N.W, Latief, M. A. and Suharmanto. The correlation between learner autonomy and English proficiency of Indonesian EFL college learners. TEFLIN Journal, 24 (1), 63-81, 2013.
[19] Nguyen, T.C.L. Learner autonomy and EFL learning at the tertiary level in Vietnam (Doctoral thesis). Victoria University of Wellington, New Zealand, 2010.
[20] Sakai, S., Chu, M., Takagi, A., Lee, S. Teachers’ roles in developing learner autonomy in the East Asian region. The Journal of ASIA TEFL, 5(1), 93-117, 2008.
[21] Sakai, S. and Takagi. Relationship between learner autonomy and English language proficiency of Japanese learners. The Journal of Asia TEFL, 6(3), 297-325, 2009.
[22] Saffari, S and Tabatabaei, O. Relationship between autonomy and listening comprehension ability among Iranian EFL learners. International Journal of Foreign Language Teaching and Research, 4 (13), 33-46, 2016.
[23] Trinh, Q.L. Stimulating learner autonomy in English language education: A curriculum innovation study in a Vietnamese context. Amsterdam: unpublished thesis, 2005.
[24] Valadi, A and Rashidi, V. How are language learners’ autonomy and their oral language proficiency related in an EFL context? International Journal of Language Learning and Applied Linguistics World, 7(1), 124-131, 2014.
[25] Wakui, Y. Developed autonomy through self- and peer-assessment and reflection: Awareness and success in students’ presentation skills. In E. Skier & M. Kohyama (Eds.), Learner and teacher autonomy in Japan 2: Autonomy you ask! (pp. 63-72). Tokyo, Japan: The Learner Development Special Interest Group of the Japan Association for Language Teaching, 2006.
[26] Zafarian, S. E. and Nemati, A. The effect of learners' autonomy on EFL learners reading comprehension. Journal of Administrative Management, Education and Training, 12(3), 526-533, 2016
Xem thêm
##plugins.themes.academic_pro.article.sidebar##
Đã Xuất bản
Dec 31, 2018
Download
Cách trích dẫn
Ho Si Thang Kiet*. “The Effect of Learner Autonomy on English Proficiency of Non-English Major Students”. Tạp Chí Khoa học Và Công nghệ - Đại học Đà Nẵng, vol 12, số p.h 133, Tháng Chạp 2018, tr 38-42, https://jst-ud.vn/jst-ud/article/view/1808.
