Khóa luận tốt nghiệp a study on autonomous learning of english majored students at vnua

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A STUDY ON AUTONOMOUS LEARNING OF
ENGLISH-MAJORED STUDENTS AT VNUA
NGHIÊN CỨU VỀ TÍNH TỰ CHỦ TRONG HỌC TẬP
CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH
HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student: NGUYEN THI QUYEN
Student code: 621228
Major: ENGLISH LINGUISTICS
Supervisor: M.A LE THI HONG LAM, M.A NGUYEN THI KIM QUE

Hanoi – 2021

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VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
A STUDY ON AUTONOMOUS LEARNING OF
ENGLISH-MAJORED STUDENTS AT VNUA
NGHIÊN CỨU VỀ TÍNH TỰ CHỦ TRONG HỌC TẬP
CỦA SINH VIÊN NGÀNH NGÔN NGỮ ANH
HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

Student: NGUYEN THI QUYEN
Student code: 621228
Major: ENGLISH LINGUISTICS
Supervisor: LE THI HONG LAM, M.A, NGUYEN THI KIM QUE, M.A

Hanoi – 2021

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ACKNOWLEDGEMENT
First of all, I would like to thank the enthusiastic guidance of teachers at the
Faculty of Education and Foreign Language those have helped me complete my
BA thesis during the past 5 months. Thanks for providing me with both
professional knowledge and learning spirit, which is the foundation to help me
acquire practical knowledge during the process of completing this BA thesis.
I would like to express my deepest gratitude to M.A Le Thi Hong Lam who
gave me many detailed comments and reviews so that I can draw from my own
experience through this BA thesis. Thank you very much for your kind
cooperation during this time helping me complete the BA thesis.
Besides, I would like take this opportunity to sincerely thank my family and my
friends for being supportive of my education and always being by my side
through hard times.

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CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report

entitled A Study on Autonomous Learning of English-Majored Students at
VNUA submitted in partial fulfillment of the requirements for the degree of
Bachelor in English Language. Except where the reference is indicated, no other
person’s work has been used without due acknowledgement in the text of the
thesis.
Hanoi, 2021
Quyen
Nguyen Thi Quyen

Approved by
SUPERVISOR

Le Thi Hong Lam M.A
Date:……………………

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TABLE OF CONTENTS
Part 1: INTRODUCTION .............................................................................................. 9
1.1. Rationale for the study .......................................................................................... 9
1.2. Aims and objectives of the study ........................................................................ 10
1.3. Research questions (in form of questions) .......................................................... 10
1.4. Scope of the study ............................................................................................... 10
1.5. Significance of the study ..................................................................................... 11
1.6. Design of the study.............................................................................................. 11
PART 2: DEVELOPMENT .......................................................................................... 12
Chapter 1: LITERATURE REVIEW ............................................................................ 12
1.1. Review of the previous studies (At home & abroad) .......................................... 12
1.1.1. Overview of previous studies abroad ........................................................... 12

1.1.2. Overview of domestic research studies ........................................................ 14
1.2. Review of theoretical background ...................................................................... 15
1.2.1. The concept of autonomous learning ............................................................ 16
1.2.2. Students' perception of autonomous learning ............................................... 18
1.2.3. Teachers' perception of autonomous learning .............................................. 19
1.3. Summary ............................................................................................................. 21
Chapter 2: METHODOLOGY ...................................................................................... 22
2.1. Research methodology ........................................................................................ 22
2.2. Research setting/context ..................................................................................... 22
2.3. Data collection .................................................................................................... 23
2.4. Summary ............................................................................................................. 24
Chapter 3: FINDINGS AND DISCUSSION ................................................................ 25
3.1. Survey results ...................................................................................................... 25
3.2. Interview results .................................................................................................. 40
3.3. Summary ............................................................................................................. 43
PART 3: CONCLUSION .............................................................................................. 44
1. Recapitulation ........................................................................................................ 44
2. Concluding remarks ............................................................................................... 44
3. Limitation of the study ........................................................................................... 45
4. Recommendations .................................................................................................. 45
REFERENCES .............................................................................................................. 49
APPENDICES ............................................................................................................... 52
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ABSTRACT

This study presents the results of a research project conducted in 2021 to
investigate the perception of autonomy of English-majored students – Vietnam
National University of Agriculture. This research study uses questionnaires and

interviews, which are a combination of qualitative research methods and
quantitative research methods. The participants are 100 students from the first
year to the fourth year (K62-K65) with 25 students for each level. After that,
conduct in-depth interviews with 05 lecturers and 10 students to collect more
accurate information. This study results show that English-majored students are
aware of the importance of autonomous learning, have more motivation and take
responsibility for their own learning.

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LIST OF ABBREVIATION
M.A: The Master of Art
VNUA: Vietnam National University of Agriculture
M: Mean
SD: Standard Deviation

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LIST OF TABLES AND FIGURES
Figure 1.

Figure of awareness of autonomous learning of English-majored
students.

Figure 2.

Survey of self-study environment of English-majored students.

Figure 3.

Self-study method survey of English-majored students.

Figure 4.

Survey of self-study time of English-majored students.

Figure 5.

Assessment of self-study consciousness of English-majored
students.

Figure 6.

Figure of factors affecting self-study of English-majored
students.

Figure 7.

Figure of skills for autonomous learning of English-majored
students.

Figure 8.

Figure of consciously self-selecting external learning content and
relating to situations encountered in communication of Englishmajored students

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Part 1: INTRODUCTION
1.1. Rationale for the study
In the current era of information technology boom, there are more and more
important innovations, especially educational innovations with more appropriate
and effective learning methods. The Ministry of Education and Training is
constantly changing and implementing learning methods to improve learning
efficiency for students, inspiring students to study seriously. In the university
environment, autonomous learning is extremely necessary for learners to master
knowledge that motivates research to create a basis for lifelong learning.
According to Resolution 43/2007/QĐ-BGDĐT, the Ministry of Education and
Training promulgates the regulations on formal university and college training
under the credit system. The essence of credit-based training is a positive,
learner-centered training that allows students to actively decide on their ability
and duration of credit. In particular, autonomous learning is the decisive factor
to support students in learning effectively in the university environment.
For a long time in scientific journals, there have been many studies on this
matter, author Dinh Thi Hong Thu “Tổng quan nghiên cứu tính tự chủ trong học
ngoại ngữ ở Việt Nam” (2017) demonstrates that there are many conflicting
opinions and views on the concept of autonomy. Each topic has its own
advantages and outstanding features, but most of them cannot solve the
problems that students encounter when they are autonomous learning. They
have really mastered and taken responsibility for their school career or wondered
about effective learning methods.
It is from the overview of students' understanding of autonomy and
ineffective learning methods that motivated the author to choose the topic "A
study on autonomous learning of English-majored students at Vietnam
National University of Agriculture”.

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1.2. Aims and objectives of the study
- Aim: The main aim of this study is to understand the manifestations of
English-majored students’ autonomous learning, then propose some measures
to improve their autonomous learning.
- Objectives:
+ To identify the indicators of the student’s autonomous learning.
+ To propose some measures to improve autonomous learning of Englishmajored students at VNUA.
1.3. Research questions (in form of questions)
- How is the current state of autonomous learning of English-majored students at
Vietnam National University of Agriculture?
- How can the skills required to independently learn English-majored students at
VNUA be used?
- What are some suggestions to improve the autonomous learning of Englishmajored students at Vietnam National University of Agriculture?
1.4. Scope of the study
- Research subjects:
+ Autonomous learning of English-majored students at the Faculty of Education
and Foreign Language, Vietnam National University of Agriculture.
- Research scope:
+ Object of study: Learning activities of English-majored students at Vietnam
National University of Agriculture.
+ Scope of research: 100 students, including 25 K62 students, 25 K63 students,
25 K64 students, 25 K65 students majoring in English linguistics – Vietnam
National University of Agriculture. The above study scope was chosen to
provide an overview of students' perception of autonomous learning and realistic
evaluation of students’ English skills in each course.
+ Time: From January 2021 to July 2021.

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1.5. Significance of the study
The topic contributes to the theoretical issues of autonomy in students’ learning
activities, refers to different aspects that give a genuine view to English-majored
students, in addition to propose measures improve student autonomy. Students
become aware of their personal learning issues and take useful lessons from the
study results in order to improve academic success. At the same time, a strong
base and a trustworthy theoretical basic for future investigation are also
provided.
1.6. Design of the study
Statement of thesis originality
Acknowledgements
Abstracts
List of abbreviations, graphs, tables and figures
Part 1: INTRODUCTION - In this part, the rationale, aims and objectives,
research questions, scope, significance, design are discussed.
Part 2: DEVELOPMENT
Chapter 1: Literature Review - This chapter is intended to give some theoretical
background related to autonomous learning.
Chapter 2: Methodology - In this part, the research methodology used methods
of investigation, interview methods, methods of analysis and data processing;
research setting/context, data collection, data analysis are presented.
Chapter 3: Findings and Discussion
In this chapter is intended to provide a discussion of objectives:
- To identify the indicators of the student’s autonomous learning.
- To propose some measures to improve autonomous learning of Englishmajored students at VNUA.
Part 3: CONCLUSION
References
Appendix

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PART 2: DEVELOPMENT
Chapter 1: LITERATURE REVIEW
1.1. Review of the previous studies (At home & abroad)
1.1.1. Overview of previous studies abroad
In the world, autonomous learning has held an important role in learning a
foreign language or nearly three decades. This is always a topic that attracts a lot
of interest and is discussed and studied by researchers. Since then, there have
been several forms, viewpoints, and approaches proposed to increase the quality
of autonomous learning.
Through research by Yunsheng Zhong’s (2008) with the name "A study of
Autonomy English Learning on the Internet" examines the usage of the Internet
by learners to modify traditional learning methods and also to modernize.
According to the research's point of view, autonomous learning English is using
the websites http: // www.eslcafe.com/, and the
language journals. English, discuss about learning English via E-mail, group
chat ...; Not only help students improve their English skills but also improve
many other skills. However, besides the benefits from the Internet, there are still
no suggestions to avoid disadvantages when students abuse the Internet for
entertainment purposes.
The topic “Developing Responsible and Autonomous Learners: A Key to
Motivating Students” by Dr. Barbara McCombs’s (2011) deals with the holistic
nature of students' individual learning and effective practices. The use of
Teacher's Modules solves all learning problems and listening to learners with
specific modes related to cognitive neuroscience (EQ), question-based learning,
combined learning technology, games and digital learning research. The study
has given learners a new view of mastery in learning and taking responsibility

for their own learning problems.
Agnieszka Talkowska, Wojciechowska’s (2015) “Two tendencies of language
education are worth being recommended - application of the Internet and the
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autonomy in learning languages” under the theme “The use of the internet in
developing learner's autonomy”. The researchers clearly present and analyse the
concepts and aspects of the autonomy of learners and teachers. In relation to
ideas, the activeness of the Internet in self-directed learning activites promotes
the development of foreign language learning, especially illustrating the fact that
actively helps learning. Oustanding subject features might discover that
instructional methods for designing unique circumstances are quite successful in
autonomous language acquisition courses.
According to "Autonomous learning through task-based instruction in fully
online language courses" - Lina Lee’s (2016) in the digital age, autonomous
learning is related to the online format for the purpose of developing knowledge
and basic skills for students. The topic uses midterm reflections, questionnaires
and interviews from the end of the two online language courses to evaluate
students' self-learning results. In combination with, the author mentioned CALL
(Computer-Assisted Language Learning), designed courses and passed TBI
(Task - based instruction) to promote students' autonomous learning process.
The topic “EFL students' voices on learner autonomy at a university in the
Mekong Delta” Le Thanh Nguyet Anh (2018) clarified concepts and provided a
research overview at home and abroad on EFL students’ autonomous learning.
Using the study method to interview 60 English-majored students and subjects
equally divided for each course, this evaluation of efficiency contributes.
According to the results obtained, the author analysed extremely successfully,
but did not give any measures to help students improve autonomy.
Written by Wei Zhang (2018) - “Study on Autonomous Learning College

Students in Specialized English” scenario analysis, causes analysis and particular
coping methods for students only revolve around learning to cope, in order to
pass the exam and get a certificate. As a result, pupils’ autonomous learning
becomes inefficient and eventually disappears. Furthermore, the topic revolves
around specialized English subjects, leading to the sketchy concept of
autonomous learning. In order for students (Tianjin Agricultural University) to
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have a different view of autonomous learning, especially in the field of
specialized English, it is necessary to clarify this concept.
1.1.2. Overview of domestic research studies
Our country have been paying attention to this issue in recent years in order to
change its learning method and status through credit studies in higher education.
It can be said that Ho Chi Minh's "autonomy, self-responsible" viewpoint on
university autonomy has always been mentioned in educational, scientific and
research publications.
The topic "Nâng cao khả năng tự chủ trong học tập của sinh viên tiếng Anh Nhận thức của giảng viên tiếng Anh tại một số trường Đại học" by Nguyen Van
Loi’s (2014) shows the significance of teachers about autonomous learning a
foreign language. According to the study findings, teachers must further expand
the right to participate in self-control learning for students and need to improve
the shortcomings that exist. More specific indicators must yet be included for a
more comprehensive study.
In the study of Dinh Thi Hong Thu (2017) "Tình hình tự chủ trong học tập
của sinh viên khoa Ngôn ngữ và Văn hoá Trung Quốc trường Đại học Ngoại
ngữ Đại học Quốc Gia Hà Nội” investigated the aim of five-year students.
When students approach the university door, most Chinese faculties have
clarified their autonomous learning. Observing the real situation of the
classroom learning process in conjunction with the use of surveys and
interviews clearly demonstrates the students' issues, from which students have a

deep awareness and sense of and direction for more effective learning practice.
Nguyen Phuong Thao (2019) performed a research on the group of secondyear students from two English language classrooms at the University of
Foreign Languages – VNU the title of the topic is "Học”Tự chủ” - Một phương
pháp khuyến khích người học luyện đọc”. The author attended a meeting as the
topic’s instructor in charge to exchange knowledge on the subject. This activity
took place over the course of 15 weeks and three phases of the research process.
The students will next be questioned and discussed their experiences with self14


study challenges, self-finding lessons, and techniques for practicing reading
comprehension abilities.
According to Nguyen Thi Ngoc Linh and Tran Quang Son’s (2020) Journal of
Industry and Trade article "Người tự chủ: Phát huy sự tự chủ của người học
ngoại ngữ", the authors stated the necessary skills, benefits and abilities skills of
learners autonomy and the role of both teachers and learners. With strict
arguments and theorys, research clarifies and promotes autonomous learning
foreign languages. However, due to a lack of solid data, the study is not entirely
compelling to implement in reality.
1.2. Review of theoretical background
However, the degree to which the students takes advantage of these
instruments depends largely upon him or her. It is difficult to offer the learner
helpful, useful and appropriate learning tools. Preparation, self-organization and
self-motivation are important as they considerably affect learning results. This
basic reality drives methodologists and researchers to explore more effective
techniques of teaching and foreign language learning approaches. In addition,
several research initiatives seek to discover the factors responsible for teaching
and learning processes. There is absolutely no question that the autonomy of the
student is one of those variables that determine the efficiency of learning
process. The present chapter involves the autonomy-based issues in language
acquisition and in particular:

– provides a few pertinent conceptions of autonomy,
– explains the major variables of learning and teaching processes in an
autonomous approach,
– presents a characteristics of the autonomous learner alongside his or her
responsibility for learning,
– different methods and techniques which aim at promoting and developing the
learner`s autonomous attitude to learning languages.

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1.2.1. The concept of autonomous learning
The definition of "learner autonomy" or "autonomous learning" is derived
from Western ideology in previous scientific research topics. On the contrary,
there are researchers who assert that the very idea of autonomy has profound
historical roots in Eastern philosophy. According to Pierson (1996: 49-58) the
concepts of autonomy and self-education originated in Chinese during the Sung
Dynasty. The majority of definitions of autonomous learning are based on
Holec's definition (1981, p.3) which considers autonomy as "the ability to take
charge of one's own learning", which involves making decisions about many
aspect of the language learning process. Similarly, the authors later supplement
and interpret this concept in different ways. Little (1991, p. 4) considers it an
independent skill "self-control is the ability to be independent, the ability to
think critically, make decisions and take up action”. Dickinson (1993) argues
that autonomous learning is the situation in which learners take full
responsibility for all decisions related to their own learning and implementation
of those decisions. In another angle, Dam (1995) sees autonomy as a willingness
to take responsibility for his studies to serve his needs and purposes. The authors
Benson and Voller (1997) summarize the above concepts, namely that
autonomous learning is the learner who completely self-taught in different

circumstances; skills that can be learned and applied to self-orientate; is the
exercise of learner's responsibility towards their own learning; or the learner's
right to make decisions about their studies.
Bruner (1986) believes that "self-study" or independence learning is a phrase
that describe how learners actively practice and sustain learning actively to
achieve willful and responsible learning goals. First of all, individuals must be
directed to develop a "sense of self-study" in order to acquire more necessary
knowledge on their own rather than waiting for lecturer. In addition, the options
offered by the 4.0 technology era include personal computers, tablets and
smartphones are also available to pupils. They can learn from anyone and from
everywhere: not just from intructors but from materials, textbooks, ect.
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Today, students’ learning to gain information and to sustain love for studying
is an essential element of education. Language learning is “a lifelong endeavor”,
as Thomson phrased it (1996: 78, quoted by Lee, 1998: 282). Learner autonomy
can contribute to a high level of creativity and independence. The most common
concept of autonomy is as a goal of education. Enhancing learner autonomy
should be considered one of the most important goals that teachers and
educators strive to pursue. On the other hand, learner autonomy lays the
foundation for lifelong learning. Certainly, improving students' self-study
becomes the duty of every teacher. Of course, this idea can be applied to lifelong
English learning.
Phil Benson (2001:1) in the introduction to his book “Teaching and
researching Autonomy in Language Learning” is showing autonomy via many
methods of understanding autonomoy. According to him, critics consider
autonomy to be an over-idealistic goal and a deviation from the basic of
language education. Supporters, in turn, consider it as a prerequisite for effective
learning. As Benson (2001:1) argues, these contradictory opinions are typically

the consequence of terminological and conceptual misunderstanding and
“confusion within the field itself”. Advocates maintain that: “when learners
succeed in developing autonomy, they not only become better language learners
but they also develop into more responsible and critical members of the
communities in which they live” (Benson 2001:1). Autonomy may also be
misinterpreted and taken for learning in isolation, teacherless learning process or
learning out of the classroom.
As a result, Palfreyman and Smiths (2003) maintain several arguments in
favor of developing autonomy in language learners, such as autonomy being a
human right; that autonomous learning being more effective than other
approaches to learning; and that learners needing to take charge of their own
learning in order to make the most of available resources, particularly outside
the classroom. According to Kuaravadivelu (2006, p.176), there are two
perspectives on learner autonomy in postmethod pedagogy: a limited
perspective and a broad perspective. A limited perspective, the student wants to
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improve the ability to learn, but a broad vision includes the ability to learn to
liberate as well. Helping learners learn to learn involves developing in them the
ability to direct their own learning. According to Holec (1981, cited in
Kumaravadivelu, 2006, p.176), taking charge means (1) being responsible for
determining the objectives; (2) selecting methods and techniques; (3) monitoring
their progress; and (4) evaluating what has been acquired. This definition might
bring out some misconceptions among many practitioners; one of which is the
lifeless function of the instructor in the classroom.
It can be seen that the problem of autonomous learning in general and foreign
language learning (English) in particular has always been noticed by foreign
scholars from a very early age, with rich, diverse content and different angles.
As a consequence, the study defines autonomous learning as self-awareness,

being aware of the necessity of self-study, and assisting in the achievement of
positive learning outcomes.
1.2.2. Students' perception of autonomous learning
According to Resolution No. 29-NQ/TW, the Communist Party of Vietnam's
11th Central Committee, with the content of fundamental and comprehensive
renovation of education and training, meeting the requirements of the market
economy in accordance with the socialist orientation, and international
integration. The Resolution's text, in particular, emphasizes that the capacity to
self-study or "independence" is a critical component for the quality of higher
education, with an emphasis on training highly competent human resources and
nurturing talents. To promote autonomous learning, learners need to use many
self-study strategies. The setting of learning goals, self-management, selfassessment and based on that reward or self-punishment for one's learning
results (Schunk, 1984; Zimmerman, 1893). In addition, strategies for selfselecting learning content and seeking support from people around (Baird, 1983;
Wang, 1983).
According to the Deci theory (1996) emphasizes that the need to differentiate
autonomy from independence: Independence means trying and making yourself,
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not relying on others to help and nurture people. Therefore, students can take an
active part and be sufficiently informed of their talents and skills for self-studies.
Nunan’s (1988) further stated that autonomous learning is the ability to take
responsibility for one's learning and that the word is utilized in at least five
distinct ways in language education:
(1) for situations where learners study entirely on their own
(2) for a collection of skills which may be learned and applied in independent
learning
(3) for an inborn capability that is suppressed by institutional education
(4) for the exercise of learners’ responsibility for their own learning
(5) for the proper of learners to work out the direction of their own learning.

Dickinson(1993:331) gives a perspective on self-employed learners in one of
his numerous papers and presents some of their typical personal characteristics
which are strongly linked to learning:
- they have learnt what they know,
- they may establish their own learning goals and objectives,
- are able to consciously and responsibly choose and use learning strategies,
- have be able to control their own learning process,
- be able to control the use of their own learning strategies.
To the authors, autonomous learning is for each individual student and
depends on many different factors. There is a notion that autonomy is connected
to personal control rather than learning in their classroom, while another claims
that it explains precisely exactly what autonomy is in terms of individual skills
and attitudes.
1.2.3. Teachers' perception of autonomous learning
Many linguists and scholars have investigated the role of teachers. Ehrman’s
(1988) describes the teacher’s role as “If the classroom is the stage in the theater
and the students are the actors, then what is the teacher? The teacher is many
people in the theater, including the director, the prompter, the coach, the
scriptwriter, the audience, and most importantly, another actor, but they also
19


emphasize roles other than the array. In traditional teacher-centered systems, for
example, the positions of director and scriptwriter are very significant, but
additional roles in minor capacities exist. (Ehrman and Dornyei, 1998: 222-223)
Wringt (1991) classifies terms as manager, resource provider, instructor,
evaluator, and organizer, and introduces the two primary functions of educators.
class members: “1. to create the conditions under which learning can take place:
the social aspect of teaching. 2. to influence, by various means, knowledge on
their learners: the task-oriented aspect of teaching”. (Wright 1991: 51) The

description of Ehrman and Dornyei are accurate, colorful, and effective in
assisting instructors in identifying and categorizing their self-concept and
preferred teaching style.
The study by Borg and Al-Busaidi’s (2012) of 63 English teachers at a
language center in Oman showed that teachers have different conceptions of
autonomous learning. Teachers view autonomy via three lenses: psychology,
politics, and society. To avoid the constraints of the research technique, this
university study is carried out in the setting of a foreign language center, which
is completely different from the surroundings.
There are fewer studies in Vietnam on this issue. Nguyen Van Loi (2014)
explored the perceptions of 84 English teachers through questionnaires and
interviews. The results showed that English lecturers at some universities have a
high awareness of developing autonomy for English students, towards the
development of self-study and teamwork skills, but lecturers are less
supportative of student participation in the learning process.
It can be said that the problem of teachers 'and learners' perspectives on the
ability to autonomous learning to achieve certain outcomes, these studies were
implemented in different environments with different subjects. In the present
environment, universities in Vietnam have changed to a credit-based training
system, and the Ministry of Education and Training supports the improvement
of independent learning. Therefore, the study hopes to help clarify which part of
the perception of cognitive and self - accountability of students in learning.
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1.3. Summary
The theoretical foundation of this chapter's study is the concept of performing
extensive research techniques of autonomous learning. Many writers and authors
from other countries were studied in order to extract lessons pertinent to the
theme "A study on autonomous learning of English-majored students at

Vietnam National University of Agriculture”. At the same time, the study
provides a valid argument about the concept and essential elements of
autonomous learning to serve as a basis for conducting further research steps.

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Chapter 2: METHODOLOGY
2.1. Research methodology
2.1.1. Theoretical research methods:
Analyzing, synthesizing, comparing, and generalizing the theoretical and
practical research results of researchers on the statistics related to autonomous
learning is finally synthesizing materials to find out the theoretical content as the
basis for the purpose of the topic.
2.1.2. Practical research methods:
- Survey method
To evaluate the effectiveness of autonomous learning in English-majored
students, the study surveyed 100 students of 4 courses (K62-K65) in Englishmajored students - Vietnam National University of Agriculture. Currently, the
university is conducting study in the form of credit and students have to study in
the same class as 12 years of education before, easier in the investigation
process. Use a structured individual questionnaire design and hand out to
students. The survey focuses on understanding the level of understanding,
autonomous learning, methods of applying autonomous learning in general, and
learning foreign languages in particular.
- Interview methods
This is the method that supports qualitative analysis. The study sought the
opinions of 05 lecturers and 10 students of the English Linguistics at the Faculty
of Education and Foreign Languages - Vietnam National University of
Agriculture to clarify the research problem.
- Methods of analysis and data processing

Processing survey results according to quantitative and qualitative research
methods to evaluate different aspects of the study content. Use data analysis
tools to analyze quantitative data according to descriptive statistics.
2.2. Research setting/context
This study is conducted in the second semester of the 2020-2021 school year,
from March to May 2021, and surveyed 100 students of the entire course in
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English Linguistics - Vietnam National University of Agriculture. Each course
takes 25 students - from the first year to the fourth year (K62-K65) to participate
in the survey. We ask subject questions, including specialist English questions,
to explore in detail the manifestations of students' autonomous learning. And
conducting qualititative interviews with 05 lecturers and 10 students to gather
more accurate the information.
2.3. Data collection
2.3.1. Data collecting instruments
Structured survey: The study designed the survey based on a 5-point Likertscales corresponding to the answers coded as follows: (1) Strong Disagree, (2)
Disagree, (3) Neutral, (4) Agree, (5) Strong Agree. To survey students'
perceptions of important aspects of autonomous learning.
Qualitative interview questionnaire: is designed according to the results of
each individual's survey to dig behind the cognitive origins of each student and
offer measures to improve autonomous learning.
Observation table: to evaluate and comment the results of the survey and
interview cards of each student and teacher. The table is designed based on the
chart forms in Excel, thereby giving clear comments on the perception of
students and faculty about autonomous learning.
2.3.2. Data collecting procedures
Firstly, I piloted research. The questionnaire was delivered to 40 Englishmajored students (each course 10 students) to check if students understand the
questions and any adjustments should be made. After my adjustments, the

questionnaires were formally distributed in the 2nd week of term 2 of the 20202021 academic school year. Since the students had returned to school by that
time, I distributed the survey questionnaire paper.
2.3.3 Data analysis
- Using Excel software to analyze quantitative data according to descriptive
statistics.

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- Use the Excel software chart as evidence of data processing and qualitative
analysis.
2.4. Summary
In short, such parts as research question design, data collection and data
analysis are mentioned in detail in this chapter. Moreover, research procedures
as well as reliability and validity are also presented specifically. Thus, the
discussion of findings in chapter 3 could be described and compared
scientifically thanks to the careful and reasonable preparation of this chapter.

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Chapter 3: FINDINGS AND DISCUSSION
3.1. Survey results
The survey uses a five-point Likert scale for the purpose of honestly assessing
students' ability and awareness of autonomous learning. Some of the questions
in the survey we used a 5-scale scale to choose from 1 - 5. In which: Distance
value = (Maximum – Minimum) / n = (5-1)/5 = 0.8 Meaning of levels as
follows: 1.00 – 1.80: Strongly disagree, 1.81 – 2.60: Disagree, 2.61 – 3.40:
Moderate, 3.41 – 4.20: Agree, 4.21 – 5.00: Strongly agree. With the difference
between male and female students (female students account for about 90% of

the total number of students), so the study conducted a random survey to find
out the English ability of English-majored students. In addition, the research is
expected to compare previous and future years courses to offer you the
overview, as the enrolment is not high and the variation in universities is
significant. The following criteria demonstrate the expression of pupils'
autonomous learning:

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