AN INVESTIGATION INTO NON ENGLISH MAJOR STUDENTS’ PERCEPTIONS ON LEARNER AUTONOMY AND THEIR ATTITUDES TOWARD TEACHER’S ROLES IN AUTONOMOUS LEARNING

CAN THO UNIVERSITY
SCHOOL OF EDUCATION
ENGLISH EDUCATION DEPARTMENT

AN INVESTIGATION INTO NON-ENGLISH
MAJOR STUDENTS’ PERCEPTIONS ON
LEARNER AUTONOMY
AND THEIR ATTITUDES TOWARD TEACHER’S
ROLES IN AUTONOMOUS LEARNING
B.A. Thesis

Fields of study: English Language Teaching

Supervisors:

Duong Thi Phi Oanh , M.A

Researcher:Nguyen Phuong Bao Tran
Student Code: 7062930
B.Ed. class NN0652A1
Course 32

CanTho, May 2010


CONTENTS
Contents ...........................................................................................................................i
Acknowledgements.........................................................................................................iii
Abstract .........................................................................................................................iv
List of Tables of Figures ................................................................................................. v
Chapter 1 Introduction ..........................................................................................................1

1.1 Rationale...................................................................................................... 1
1.2 Research aims.............................................................................................. 2
1.3 Hypothesis................................................................................................... 2
1.4 Organization of the thesis............................................................................ 3
Chapter 2 Literature Review ........................................................................................ 4
2.1 Definitions of learner autonomy ................................................................. 4
2.1.1 Holec’s notion of learner autonomy ................................................. 4
2.1.2 Little, Dickinson, Carver’s opinions on learner autonomy .............. 5
2.1.3 Wenden’s concepts of learner autonomy.......................................... 6
2.1.4 Benson, Voller and Crab’ definitions of learner autonomy.............. 6
2.1.5 Overview of learner autonomy ......................................................... 7
2.2 Characteristics of learner autonomy............................................................ 7
2.2.1 Determining objectives ..................................................................... 8
2.2.2 Formulating and following up the learning purposes....................... 8
2.2.3 Selecting and implementing learning strategies ............................... 9
2.2.4 Monitoring and evaluating the learning strategies ........................... 9
2.2.5 Self-monitoring................................................................................. 9
2.3 Benefits of autonomous learning .............................................................. 10
2.3.1 Supplying more opportunities of interdependent learning ............. 10
2.3.2 Reflecting the theory of student-centered education ...................... 11
2.3.3 Developing a harmonious relationship ........................................... 11
2.3.4 Enhancing non-intellectual students’ learning motivation ............. 12
2.4 Teacher’s roles........................................................................................... 12
2.4.1. A trainer ......................................................................................... 12
2.4.2 An instructor and facilitator............................................................ 12
2.4.3 A manager of language classroom’s activities ............................... 13
2.4.4 A resource person ........................................................................... 13
2.4.5 A counselor ..................................................................................... 13
Chapter 3 Research Methodology .............................................................................. 14
3.1 Research question...................................................................................... 14

3.2 Research design......................................................................................... 15
3.3 Participants ................................................................................................ 15
3.4 Instruments ................................................................................................ 15
3.4.1 The first part of the Questionnaire on students’ perceptions
on learner autonomy ....................................................................... 15
3.4.2 The second part of the Questionnaire on students’ attitudes toward
their teacher’s roles in autonomous learning ................................ 16
3.5 Procedure of collecting data...................................................................... 17
3.5.1 Piloting the questionnaire ............................................................... 17
3.5.2 Administering the questionnaire..................................................... 17
i


Chapter 4 Results ......................................................................................................... 19
4.1 Result of students’ perceptions on learner autonomy............................... 19
4.1.1 The overall mean score ................................................................... 19
4.1.2 Differences in the perceptions on five aspects of learner autonomy 20
4.2 Result of students’ attitudes toward teacher’s roles in autonomous
learning autonomy .............................................................................................. 22
4.2.1 The overall mean score ................................................................... 22
4.1.1 Differences in the attitudes toward five roles of teacher ................ 23
Chapter 5 Discussions, Limitations, and Suggestions for Further Research ........ 26
5.1 Discussions................................................................................................ 26
5.1.1 Reviewing the theoretical framework of learner autonomy ........... 26
5.1.2 Discussion the results of the research on students’ perceptions on
learner autonomy and their attitudes toward their teacher’s roles in autonomous
learning .................................................................................................... 27
5.1.3 Conclusion ...................................................................................... 28
5.1.3 The implications for English teachers ............................................ 28
5.1 Limitations................................................................................................. 29

5.1 Suggestions for further research............................................................... 29
Reference: ...............................................................................................................................31
Appendices .............................................................................................................................33
Appendix 1 The questionnaire (An English version) ...................................... 33
Appendix 2 The questionnaire (A Vietnamese version).................................. 36

ii


ACKNOWLEDGEMENTS
Accomplishment of the research is not only my own attempt but also a great
contribution from other individuals. Thanks to them, I am able to go over obstacles which I
have faced during the process of thesis. Hereby, I would like to thank all of them for their
help to my research.
First, I would like to express the deepest gratitude to my supervisor Mrs. Duong Thi
Phi Oanh, for her valuable insights, comments, and suggestions. Without her guidance, my
thesis would hardly have been completed. I am solely responsible for any remaining errors in
the thesis.
Second, many special thanks are sincerely sent to the four teachers: Ms. Tran Mai
Hien, Ms. Hong Thi Thanh Truc and Mr. Phan Viet Thang, as well as students of the classes
that I handed out the questionnaire. Their generous willingness in participating in the study
was the invaluable help for me.
Third, I am very grateful to Ms Nguyen Thi Van Su who spent her precious time
giving helpful and useful advice and suggested me many interesting materials related to the
research.
Finally, I want to thank many others for being always by my side and giving me
timely support. Many thanks are also owed to my family for giving me the best conditions to
study and complete the thesis.

iii

ABSTRACT
This study stems in part from a desire to find out perceptions of non-English students
at Cantho University (CTU) on learner autonomy and their attitudes toward teacher’s roles in
autonomous learning. This research begins by defining learner autonomy, presenting its
benefits, stating characteristics of autonomous learners and teacher’s roles in autonomous
learning. This study included 111 non-English major students at CTU and used the
Questionnaire on students’ perceptions on learner autonomy and their attitudes toward
teacher’s roles in autonomous learning as the research instrument. The results indicate that
the students’ perceptions on learner autonomy are average (M= 2.96) and their attitudes
toward teacher’s roles in autonomous learning is quite positive (M= 3.3). The research ends
by discussing results of the investigations and admitting limitations of the research as well as
suggesting activities for further research.

iv


LISTS OF TABLES AND FIGURES
Table/Figure

Page

Table 3.1: The questionnaire’s items in the five aspects of learner autonomy.............. 16
Table 3.2: The questionnaire’s items in the five roles of teacher in autonomous
learning........................................................................................................................... 16
Table 4.1: Descriptive Statistics of Students’ perceptions on learner autonomy .......... 19
Table 4.2: Descriptive statistics of students’ perceptions on five aspects
of learner autonomy ....................................................................................................... 20
Table 4.3: Descriptive Statistics of Students’ attitudes toward their teacher’s roles in

autonomous learning ...................................................................................................... 22
Table 4.4: Descriptive Statistics of Students’ attitudes toward five roles of teacher in
autonomous .................................................................................................................... 23
Figure 4.1: Mean of students’ perceptions on learner autonomy .................................. 20
Figure 4.2: Means of students’ perceptions on five aspects of learner autonomy......... 21
Figure 4.3: Mean of students’ attitudes toward teacher’s roles in autonomous learning ....... 23
Figure 4.4: Means of students’ attitudes toward five roles of teacher in autonomous
learning……………………………………………………………………………….24

v


CHAPTER 1- INTRODUCTION

CHAPTER 1

INTRODUCTION
The chapter presents (1) the rationale of this research; (2) the overall research aims (3) the
hypothesis and (4) the organization of the thesis.

1.1 Rationale
For over forty years, the term “learner autonomy” has been taking lots of
interests of researchers and educators in an educational theme for its vital role in
successful learning. In this part, (1) learner autonomy in context of second and foreign
language education in general and (2) in the context of teaching and learning foreign
language at Cantho University (CTU) in particular are presented.
1.1.1 Learner autonomy in the context of second and foreign language
education
In attempts to replace teacher-centered classrooms typified by learnercentered ones, a major concern benefit of learner autonomy has been well-established
in the literature of researches for the past forty years (Holec, 1981, 1988; Dickinson,

1987, 1992; Wenden and Rubin, 1987, Little, 1991; Wenden, 1991; Esch, 1994; Dam,
1995). These researchers supposed developing learner autonomy means encouraging
learners’ communicative competence in the target of language. Therefore, helping
students become more autonomous has been a new focused trend and target in the
field of foreign language learning and teaching. Autonomy provides learners with
opportunities to take responsibility for their own learning process and develop
independent learning. In other words, that learners become autonomous make them
learn language effective. (as Little, 2000, cited in Trinh, 2005)
Realizing the importance of learner autonomy in the foreign language
education in general, and in teaching and learning English language in particular,
educators and researchers have studied on it in Asian contexts. It has been obvious
that learners have not been supplied sufficient opportunities to be autonomous in the
educational systems (Trinh, 2005). From the studies, students in the educational
systems in Asian contexts should be provided with more opportunities to promote
1
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CHAPTER 1- INTRODUCTION

their autonomous learning, motivation and interests in English language learning.
Additionally, Chan’s research indicated that to enhance students’ motivation and
interests, investigations into learners’ perceptions and attitudes toward learner
autonomy as well as their teacher’s roles in autonomous learning are essential. From
the investigations, the results could show a clear understanding of their awareness of
autonomous learning and readiness for learner autonomy.
1.1.2 Learner autonomy in the context of teaching and learning English in
Vietnam in general and at CTU in particular
Through the Decree signed in 1995 by the Prime Minister, from 1993,
foreign languages, especially English, have been increasingly selected, and order of a

foreign language is required of all students. Moreover, to graduate from a university
program, college and university students have to finish the foreign language courses
as one of the requirements. Since the Decree was implemented, the assessment of the
Vietnam’s educational system has been strongly examination-focused. Also, paper
tests or examinations in English, are largely grammar-based, test the students’
knowledge of grammatical structures and vocabulary (Trinh, 2005). Following
incorrect learning ways, it is recognized that students at CTU have inclined to learn
for preparing their exams and getting certificates instead of studying for the
knowledge, communicating and life-long learning. Besides, they are used to studying
English by memorizing and learning by heart teacher’s models from their high
schools, thus ability to learn English independently and actively is seemly lacked
(Trinh, 2005). From implications of Trinh’s study, it is believed that if students at
CTU are promoted learner autonomy, they will have responsibility for their own
language learning and become truly effective language learners and language users
(as Little, 2000, cited in Trinh, 2005).

1.2 Research aims
Students’ perceptions on learner autonomy were presented as the essential and
crucial element in the English language’s target. Additionally, helping students
become more autonomous in language learning is a necessary and imperative problem
in the context of English education at CTU. Therefore, investigating into students’
2
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CHAPTER 1- INTRODUCTION

perceptions on learner autonomy and their attitudes toward teacher’s roles in
autonomous learning is crucial. Accordingly, this research aims at finding out what
students’ perceptions on learner autonomy are and whether their attitudes toward

teacher’s roles in autonomous learning are positive.

1.3 Hypothesis
I hypothesized that non-English major students at CTU have perceptions on
learner autonomy in their language learning, however, their perspectives are rather
low. Besides, I supposed that the students have positive attitudes toward the teacher’s
roles in autonomous learning.

1.4 Organization of the thesis
The study reported in this thesis includes five chapters: Introduction, Literature
review, Research methodology, Results, Discussions, Limitations, and Suggestions for
further research. The next chapter- Chapter 2, the literature on learner autonomy, its
benefits and characteristics as well as teacher’s roles in autonomous learning will be
introduced. In chapter 3, the research methodology of the study included the research
question, the research design, the participants, the materials, the research instruments
and the procedure of the study will be presented. The chapter 4 will report the results
of the investigations into non-English major students’ perceptions on learner
autonomy and their attitudes toward teacher’s roles in autonomous learning. In the
chapter 5, the implications of the research findings will be discussed, and the
limitations of the research will be reflected as well as further research activities will be
suggested finally.

3
.


CHAPTER 2- LITERATURE REVIEW

CHAPTER 2

LITERATURE REVIEW
For over thirty years, learner autonomy has been a central theme in the context of foreign
language education (Breeze, 2002), hence, its issues are noted by many researchers and educators.
These issues are concerned to notions of learner and teacher autonomy, conditions and
characteristics of autonomy or learning strategies. In this chapter, a review of learner autonomy’s
definitions will be presented first. Second, characteristics of autonomous learner will be clarified.
Third, benefits of learner autonomy will be shown. Finally, roles of teacher in autonomous learning
will be stated.

2.1 Definitions of learner autonomy
Many different researchers, theorists and educators - Holec, Little, Benson,
Voller, Dam, Wenden, Dickinson and Carver and etc, have various views and
opinions on learner autonomy. In this part of the chapter, (1) Holec’s notion and (2)
Little, Dickinson and Carver’s opinions; (3) Weden’s concepts, (4) Benson, Voller
and Crab’ definitions and (5) an overview of learner autonomy will be concisely
summarized.
2.1.1 Holec’s notion of learner autonomy
Holec, a pioneer in the autonomy field, regards learner autonomy as “the ability
to take charge of one’s own learning” (1981, as cited in Little, 1996, p. 2). According
to him, learner autonomy in foreign language learning is considered as an attitude not
a methodology. As one of the earliest advocators of learner autonomy, this author
supposes the learners have to hold and take responsibility for their own decisions on
aspects of language learning. These aspects are concerned to:
• Determining the objectives;
• Defining the contents and progressions;
• Selecting methods and techniques to be used;
• Monitoring the procedure of acquisition

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CHAPTER 2- LITERATURE REVIEW

• And evaluating what has been acquired (Holec, 1981, as cited in Little, 1996, p.
2).
Besides, Holec considers the learner as the central in autonomous learning. In
other words, the learners are said to be autonomous if they can determine the purpose
of their learning; define what and how they need to learn so as to get success in the
learning process. Moreover, the autonomous learners are able to decide and select
appropriate methods and techniques in learning by themselves. Especially, they have a
capacity to control the procedures of acquisition and to self-assess what they achieve
in studying.
2.1.2 Little, Dickinson, Carver’s opinions on learner autonomy
Little (1996) defines learner autonomy as “learners’ ability and willingness to
make choice independently” (as cited in Naizhao & Yanling, 2004, p. 5). In the ability
of selecting learning strategies, the learners need to have knowledge about language
skills as well as appropriate learning methods. This notion implies that the learners are
always ready to make choice of knowledge and skills suitable with their current
language level to be acquired. In the willingness to make choice independently, they
have opportunities to select and implement appropriate learning strategies which allow
them to learn actively and independently. Besides, Little sees autonomy as “a capacity
for detachment, critical reflection, decision-making and independent action” (Little,
1998, p. 1). As believed by Little, the origin of learner autonomy is “learner’s
acceptance of responsibility for his or her own learning” (Little & Dam, 1998, p. 1).
To contribute to define the term “learner autonomy” of Holec and Little,
Dickinson and Carver (1980) conceptualize learner autonomy as learners’
development of self-confidence and awareness of their own learning progress (as cited
in Usuki, 2000, p.4).

Besides, Dickinson (2000) cited that learner autonomy is

connected taking responsibility for learners’ own learning and having an active and
independent involvement with the target language. In taking responsibility for
language learning, the learners are concerned making the necessary decisions about
their own learning. These decisions are related to the language lessons’ objectives ways of reaching the objectives; materials - sources of input; and activities. According
to Dickinson, autonomy is not guaranteed to success in language learning because the
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CHAPTER 2- LITERATURE REVIEW

learners can make wrong decisions and do many things but useless. For example, they
study and memorize words in a dictionary. Also, he supposes learner autonomy need
to have sufficient knowledge about their own learning, hence, training the learner to
know how to study independently and actively is a goal of language education. In the
active and independent involvement with the language learning target, Dickinson
declared that autonomous learners have to identify and follow up their own learning
objectives, select and evaluate their learning methods and self-monitoring. In other
words, the learners undertake their language learning independently, develop their
self-confidence in all learning aspects and awareness in learning process as well as
self-monitor actively.
2.1.3 Wenden’s concepts of learner autonomy
Wenden (1998) stated that autonomous learners are those who know and have
effective learning ways, methods and strategies. To the author, in learner autonomy,
the learners are successful and intelligent ones who have learned how to learn. This
suggests that they acquire and use the strategies and the knowledge about the ways of
learning confidently, flexibly, appropriately and independently of the teacher.
Moreover, Wenden defined “learning strategies are mental steps or operations that
learners use to learn a new language and to regulate their efforts to do so”. He implied
when autonomous learners are confident and believe in their learning strategies as

well as know how to use these strategies effectively, they will have the ability of selfdirecting and managing of their own learning (as cited in Usuki, 2000, p. 4).
2.1.4 Benson, Voller and Crabbe’ definitions of learner autonomy
Additionally, Benson and Voller (1997) supposed the term “learner autonomy”
which has come to be used at least in five ways:
• Situations in which the learners entirely study on their own,
• A set of skills which can be learned
• Self-directed learning,
• Inborn capacity which is suppressed by institutional education,
• The exercise of the learner’s responsibility for their own learning
• The right of the learners to determine the direction of their own learning (as
cited in Naizhao & Yanling, 2004, p. 6).
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CHAPTER 2- LITERATURE REVIEW

First, in different situations, the autonomous learners can completely study by
themselves. Second, they have various skills that help them learn on their own ways
and apply self-learning. Third, they have duties on practicing for their learning and the
right to make decision on their studying in their inborn ability.
Furthermore, Crabbe suggested learners in learner autonomy must have a positive
attitude to learning and the development of capacity to reflect on the content and
process of learning. It means they have responsibilities for their own work about what,
how, when they learn. They know how to learn from their successes and failures
(Crabbe, 1993, as cited in Rao ,Z. 2006, p. 114).
2.1.5 Overview of learner autonomy
In the conclusions drawn from the aforementioned authors, learners only have a
sense of learner autonomy, if they are responsible for their own learning and know
what, why, and how they need to learn as well as have the ability to make decisions on
what they will do for their learning progress. In other words, autonomous learners are

able to establish reachable targets, design their learning plans, get learning strategies
effectively, accept unfamiliar and unexpected situations and assess their learning
progress.
Besides, in learner autonomy, learners are required to have responsibility for
their language learning and roles in their learning process. Accordingly, in English
foreign language, learner autonomy should involve learners in five aspects:
• Taking charge of their own language learning
• Setting realistic learning goals and plans
• Using and developing learning strategies effectively in different
educational situations.
• Creating and making good use of study contexts.
• Evaluating and assessing their learning process.

2.2 Characteristics of learner autonomy.
Dickinson (1993), one of experts studying learner autonomy, has provided an
obvious profile of autonomous language learners. He cited autonomous learners are
those who need to have five skills and abilities in their language learning: (1)
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CHAPTER 2- LITERATURE REVIEW

determining teacher’s and lessons’ objectives; (2) formulating and following up their
learning target; (3) selecting and implementing suitable learning strategies; (4)
monitoring and evaluating the learning strategies; (5) and self-monitoring their own
language learning.
2.2.1 Determining objectives
In the first characteristic of the autonomous learners of Dickinson (1993), it is
declared that learners who can be aware of teacher’s and lesson’s objectives and can
understand what they will be taught or will learn, will be autonomous learners.

Awareness of the teacher’s aims means the autonomous learners have ability to
understand the purpose of pedagogical choices. They can know the goals of the lesson
in general, and recognize the objectives of a particular exercise. For example, after
finishing exercises or doing classroom’s activities, they can realize what they have
learnt such as guessing new words from the context, reading for gist or detail ideas,
producing and practising particular grammar structures. Furthermore, they have to be
active in reviewing the lesson beforehand. For instance, they prepare what they will
learn in class by reading and searching materials about the lesson. Besides, in
classroom, the autonomous learners always listen and take notes what teacher says to
introduce the lesson and activities. Therefore, the first evidence to prove a learner who
is an autonomous learner is awareness of the objectives and contents of lessons and
activities in a language class.
2.2.2 Formulating and following up the learning purposes
The second characteristic of autonomous learners is about abilities to formulate
their own learning objectives, indicate and follow up their learning purposes. Because
of being independent, autonomous learner can select and create their own learning
aims and plans in addition to teacher’s. These aims and plans will be developed out of
the lesson contents discussed in class. For example, they will expand their vocabulary
in a particular area which is related to the topic of the lesson in class. Additionally,
when the autonomous learners are able to make and design their own language
learning objectives, they can be conscious of difficulties in their language learning
process. Hence, they try to find out solutions and techniques to overcome their

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CHAPTER 2- LITERATURE REVIEW

obstacles. For instance, they recognize troubles in pronouncing a particular English
sound-/z/, so they want to practice so as to pronounce it correctly (Dickinson, 1993).

2.2.3 Selecting and implementing learning strategies
The third characteristic of autonomous learners relates to selecting and
implementing proper learning strategies. Learning strategies are techniques or
methods which are used by learners to understand, to memorize and recall or
pronounce perfectively a piece of language. Dickinson (1993) divided learning
strategies into cognitive and metacognitive strategies. Cognitive strategies concern
learning language directly. They involve in specific, mindful ways of approaching
learning tasks. The other category, metacognitive strategies mention that learners must
choose appropriate cognitive strategies for their learning task, so these strategies are at
a higher level learning technique to apply in the studying process. In other words,
learners can apply learning strategies in two manners directly and indirectly. For
example, in direct ways, they select the way to understand grammar structures, to
recall and memorize vocabulary, or even to pronounce English sounds accurately. In
indirect ways, autonomous learners can preview what they will learn before class, be
aware of the aim for a particular activity and assess their learning plan. Therefore, one
of the crucial elements to define autonomous learners is that they are able to select and
carry out appropriate cognitive and metacognitive learning strategies.
2.2.4 Monitoring and evaluating the learning strategies
Besides, the autonomous learners have to monitor and evaluate their own use
of learning strategies (Dickinson, 1993). This means they are able to choose suitable
techniques for a particular learning task as well as to know what techniques will be
useful for them. For the selections of learning strategies, there are various among
different learners, so it leads to happen the degree of success of the learning strategies.
One strategy may be successful for a learner but may not be effective to others.
Hence, an autonomous learner must have the capability to select and implement the
most effective learning technique for themselves.
2.2.5 Self-monitoring
The last feature of the autonomous learners is self-monitoring, regularly
checking their own learning. This characteristic infers they need to have the
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CHAPTER 2- LITERATURE REVIEW

willingness to monitor their own learning. For example, they are able to assess and
examine how well they achieve in their learning process. Among autonomous
learners’ characteristics, self-monitoring is regarded as the initial and essential feature
of learner autonomy. Readiness to monitor their own learning means the learners are
ready to learn a language actively and independently as well as to become
autonomous (Dickinson, 1993)

All in all, to explore students’ perceptions on learner autonomy, learners will
be asked about their ability to take charge of their own learning and to have the
responsibility for all the decisions concerning five aspects such as
9 Determining the objectives of teacher and lessons
9 Formulating the learning objectives and indicating as well as following
up the learning purpose.
9 Selecting and implementing suitable learning strategies
9 Monitoring and evaluating the learning strategies
9 Self- monitoring what has been achieved.

2.3 Benefits of autonomous learning
According to Ruby and May (2008), there are four main benefits of
autonomous learning. These advantages include (1) supplying more opportunities of
interdependent learning, (2) reflecting the theory of student-centered education, (3)
developing a harmonious relationship and (4) enhancing non-intellectual students’
learning motivation.
2.3.1 Supplying more opportunities of interdependent learning
First, autonomy provides learners with more opportunities for learning
language independently. When students become autonomous, they also have an ability

to decide and select effective learning resources, methods and strategies by
themselves. It also provides students with more chances to discover new knowledge
and acquire it selectively. Unlike passive learning styles, autonomous learning can
help students have responsibility for their own learning and capacity to think and learn
that does not need extra helps and forces from teachers. Moreover, Ruby and May
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CHAPTER 2- LITERATURE REVIEW

supposed that autonomous learners will have more chances to encourage their learning
motivation and perform their learning capacity in class so they can learn more
effectively. As autonomous learners, they can overcome their learning problems and
find out successful learning strategies and methods so they are able to understand,
remember and acquire the new knowledge of lessons. Besides, Ruby and May also
showed that autonomous learning help learners discover principles that are appropriate
to their needs and interests, although teacher may have difficulties in recognizing
learners’ requirements. Thus, autonomous learners can get more opportunities to work
independently and easy to make learning process.
2.3.2 Reflecting the theory of student-centered education
The second advantage is “reflecting the theory of student-centered education”
(Ruby and May, 2008, p. 6). If students are not able to discover new knowledge by
themselves, teacher will spend much time on presenting it in class. Therefore, the
classroom becomes teacher-centered one which students just listen and learn
passively. This can cause students’ dependence on teachers to find out new knowledge
and contents of lessons will be taught by teachers in class. Consequently, autonomous
learning can enhance the theories of learner-centered education and please the
learners’ needs and developments.
2.3.3 Developing a harmonious relationship
The third benefit of autonomous learning mentioned by Ruby and May is

developing a harmonious relationship. In autonomous learning’s environment, teacher
and their students can improve sentimental values between teacher and learner
relationship. Teachers are not only trainers, educators but also the students’ friends,
counselors, advisers, so they can help their students learn, practise and discover new
knowledge effectively. Moreover, autonomous learners can contribute and construct
new information in communication with their teacher. Accordingly, autonomous
learning can foster and construct the stable, friendly and valuable teacher-student
relationship. In other words, it can improve the equal and harmonious relationship
between teachers and students.

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CHAPTER 2- LITERATURE REVIEW

2.3.4 Enhancing non-intellectual students’ learning motivation
The last strength of learner autonomy focuses on enhancing non-intellectual
students’ learning motivation. Autonomous learners are more responsible for their
learning, can improve the ability of self-study in discovery and understanding the new
knowledge. Hence, learner autonomy probably fosters the non-intellectual students’
learning motivation.

2.4 Teachers’ roles
Although learner autonomy concedes the capacity of responsibility for
learners’ learning and focuses on their vital roles, it does not mean they do not need
helps, instructions and presence of teacher in language classroom. Therefore, roles of
teachers in autonomous learning cannot be precisely denied. According to Dickinson
(2000), teacher plays an essential and notable role in autonomous learning; he or she
is regarded as (1) a trainer, (2) an instructor and facilitator, (3) a manager of language
classroom’s activities, (4) a resource person, and (5) a counselor.

2.4.1 A trainer
As the trainer, the teacher needs to have responsibility for training learners to
become gradually more active, reflective and critical thinkers. Also, he or she has to
train them to think, act and learn independently.
2.4.2 An instructor and facilitator
The teacher has duty to create autonomous learning’s environments by
constructing a favorable learning surrounding, adopting a learning-centered classroom
in which autonomous learners can learn how to learn. Furthermore, the teacher needs
to provide a supportive background that brings learners a comfortable and convenient
atmosphere to study. To create a supportive environment, the teacher has to appeal to
learners’ interests and adopt their needs to a relevant curriculum. Besides, he or she
has to encourage their motivation, self-confidence, curiosity and desire to learn.
Furthermore, reflective teaching methods which can give learners opportunities to
practise their independence and to develop their learning techniques must be used.

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CHAPTER 2- LITERATURE REVIEW

2.4.3 A manager of language classroom’s activities
With the roles of a manager of language classroom’s activities, the teacher
needs to develop successful assessment procedures, to diagnose learners’ problems in
their learning and to find out how to evaluate or judge their achievement effectively.
Also, the teacher must be a good model their autonomous learner. These
characteristics concentrate on awareness of self evaluation, belief, attitudes, and skills
on autonomy. Furthermore, he or she is able to manage the class where autonomous
learners can make their own decisions on using various strategies and materials.
2.4.4 A resource
The teacher helps learners be aware of a wide range of alternative strategies

and learning styles with the role of a resource in learner autonomy. Besides, the
resource person can analyze and evaluate which textbooks are appropriate to the
students’ needs then make these learning materials more interesting and motivating.
Moreover, he or she needs to discover ways, activities and means to use the textbooks
and materials and create helpful, exciting and suitable tasks for the learners’
requirements.
2.4.5 A counselor
As the counselor, the teacher has to be a guide, a referee and a tutor who can
balance between help and independence in training learners. He or she will let the
learners have freedom to decide what they need to learn and which alternatives they
can adopt or reject. Additionally, the teacher can be an advisor because he or she can
give their learners useful advice and should tell them helpful guidance.
In autonomous learning, teacher and learners will be associates in the learning
process. Teacher has the integral responsibility for supplying an appropriate
environment that helps students learn how to learn independently and effectively.
Besides, learners have more responsibility to establish their own learning plans and to
choose the suitable techniques for their learning process; however, they need teacher’s
guidance, feedback and advice. Hence, the teacher needs to realize that his/her main
duty is no longer to transmit knowledge, but more as the trainer, instructor, facilitator,
manager and resource person as well as counselor.

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CHAPTER 3-METHODOLOGY

CHAPTER 3

RESEARCH METHODOLOGY
In the previous chapter, I reviewed the relevant literature to the learner autonomy. From

the literature review, we could learn that the characteristics of autonomous learners are manifested
by five aspects (i.e., determining the objectives of the teacher and the lesson; formulating and
indicating the learning objectives; selecting and implementing suitable learning strategies;
monitoring and evaluating the learning strategies; and self-monitoring) as well as the teacher’s role
in autonomous learning. To investigate students’ perceptions on learner autonomy and their attitude
toward the teacher’ role in autonomous learning, I conduct this study. In this chapter, the research
methodology of the study, including: (1) the research questions, (2) the research design, (3) the
participants, (4) the research instruments, and (6) the procedure of collecting data, are described.

3.1 Research questions:
As presented in the chapter 1, this study aims to answer two following
questions:
1. What are non-English major students’ perceptions on learner autonomy in
their language learning?
2. Do they have positive attitudes toward their teacher’s roles in autonomous
learning?

3.2 Research design:
To conduct this study, the descriptive approach was followed. According to
Seliger and Shohamy (1989), the descriptive approach is used in order to describe
phenomena that occur naturally, and no treatment is involved in descriptive approach.
In the present study, non-English major students’ perceptions on learner autonomy
and their attitudes toward teacher’s roles in autonomous learning are investigated.
Following the descriptive approach, I attempted to describe (1) the non-English major
students’ perception on learner autonomy and (2) their attitudes toward teacher’s roles
in autonomous learning.

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CHAPTER 3-METHODOLOGY

3.3 Participants
The participants in this study consisted of 111 non English majors in the
General English 1 and 3 classes, semester 2, academic year 2009-2010 at CTU. These
participants could be seen as reliable representatives for the obtained data in this study
at Cantho University for two characteristics. First of all, they are studying various
majors including finance, hydraulic engineering, biology education, literature
education, construction and computer engineering, geography education, land
management, mechanics, accounting, and economics. Secondly, they are also at multilevels of English ability. Students attending the classes of General English 1 represent
learners at beginning level whereas those from the classes of General English 3
represent learners at intermediate level. Therefore, the obtained data may be
appreciated representatives of the learners’ perceptions on learner autonomy and
attitudes toward the teacher’s roles in autonomous learning.

3.4 Instruments
To follow the descriptive approach and find the answers to the research
questions, the questionnaire for non-English major students at CTU was employed.
This questionnaire is divided into two parts which measure students’ (1) perceptions
on learner autonomy in their English learning and (2) attitudes toward their teacher’s
roles in autonomous learning. (See APPENDIX 1 for the English version)
3.4.1 The first part of the Questionnaire on students’ perceptions on learner
autonomy
To investigate students’ perceptions on learner autonomy, the first section of
the Questionnaire was used. From reviewing literature on the definitions and
characteristics of learner autonomy, this part of the Questionnaire was designed. The
first part consists of seventeen items which are represented the five aspects of learner
autonomy’s characteristics: (1) determining the objectives (2) formulating and
indicating as well as following up the learning purpose; (3); Selecting and
implementing suitable learning strategies (4) monitoring and evaluating the learning

strategies and (5) self- monitoring and evaluating. (See APPENDIX 1). Table 3.1
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CHAPTER 3-METHODOLOGY

displays the five aspects of learner autonomy with items of the questionnaire’s first
part.
Table 3.1: The questionnaire’s items in the five aspects of learner autonomy
Aspects

Items

1- Determining the objectives

1, 2, 3, 13

2- Formulating and indicating as well as following up the

4, 6, 15

learning purpose
3- Selecting and implementing suitable learning strategies

16, 17, 23. 27

4- Monitoring and evaluating the learning strategies

8

5- Self- monitoring and evaluating

12, 18, 21,
28, 30

3.4.2 The second part of the Questionnaire on students’ attitudes toward their
teacher’s roles in autonomous learning.
Through reviewing literature on teacher’s roles in autonomous learning, this
part of the questionnaire was designed. The second part of the questionnaire was
designed to measure the learners’ attitudes toward their teacher’s roles in autonomous
learning. There were thirteen items in the second part of the questionnaire, represented
the five roles of teacher in autonomous learning: (1) a trainer (2) an instructor and
facilitator; (3) a manager of English language classroom’s activities; (4) a resource
and (5) a counselor.
Table 3.2 displays five roles of teacher in autonomous learning with items in
the second part of the questionnaire
Teacher’s roles

Items

1- a trainer

22, 25

2- an instructor and facilitator

19, 29, 24

3- a manager of English language classroom’s

10, 11, 14

activities
4- a resource

5

5- a counselor

7, 9, 20, 26

Table 3.2: The questionnaire’s items in the five roles of teacher in autonomous

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CHAPTER 3-METHODOLOGY

The questionnaire for students was designed in the form of a five-point scale
checklist response. The scales expand from 1- representing “never” to 5- representing
“always”. In between, we have scales 2 - “not often”, 3 - “sometimes”, 4 - “usually”
which correspond to the increasing frequency of the activities.
The 30 items in the two parts of the questionnaire were mixed together to
ensure reliability of respondents. Also, the questionnaire for students was translated
into Vietnamese because it was supposed to be easier for the students to respond to
(See APPENDIX 2 for the Vietnamese version).

3.5 Procedure of collecting data
To collect data of the investigations into students’ perceptions on learner
autonomy and attitudes toward their teacher’s roles in autonomous learning, (1)

Piloting and (2) Administering the questionnaire for students were conducted.
3.5.1 Piloting the questionnaire
During the development of the questionnaire for students, I piloted the first
version of the questionnaire with 25 students who were studying General English 1
level at CTU. The questionnaire consisting of 30 items was handed out to the students.
After piloting, the reliability coefficient of the questionnaire was α = .87. This result
indicated that the data collected was reliable.
3.5.2 Administering the questionnaire
The Vietnamese version of the questionnaire was distributed to students of GE
3 level classes. Before completing the Questionnaire, the students were given
instructions carefully. Firstly, I introduced the aims of the questionnaire and then
explain the five scales of the measurement system to ensure the students can choose
the correct scale from the five-point scale. Finally, I chose two items in the
questionnaire to make samples and went over each one so that every student could
understand clearly what they were supposed to do. The students completed the
questionnaire in 15 minutes and were reminded not to miss any questions. They could
raise any questions if they have difficulties in giving the answer and answered by the
researcher. The data, were gained from the questionnaires, were then analyzed by
Statistics Package for the Social Sciences (SPSS) to find out descriptive statistics of
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CHAPTER 3-METHODOLOGY

the students’ perceptions on learner autonomy and their attitudes toward teacher’s
roles in autonomous learning.
This chapter has just been stated the methodology of the research. The results
of the research will be presented in the following chapter - Chapter 4.

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CHAPTER 4- RESULTS

CHAPTER 4

RESULTS
The research methodology of the study reported in this thesis was introduced in the previous
chapter. In this chapter, I will present the results the students’ (1) perceptions on learner autonomy and
(2) attitudes toward their teacher’s roles in autonomous learning.

4.1 The students’ perceptions on learner autonomy
After gaining data, we subjected the raw data to the Statistics Package for the
Social Sciences (SPSS). In this part of the chapter, the results of (1) the overall mean
score of the whole group; and (2) the differences in the perceptions on five aspects of
learner autonomy are reported.
The result of scale test showed that the reliability coefficient of the questionnaire
is moderately high ( α = .84), indicating that the data collected was reliable. Then, the
Descriptive Statistics Test was run to check for the overall mean score, the minimum, the
maximum, and the variance of the whole group.
4.1.1 The overall mean score
Table 4.1: Descriptive Statistics of Students’ perceptions on learner autonomy

MEAN

N

Minimum

Maximum

Mean

Variance

111

1.69

4.08

2.96

0.39

As can be seen from table 4.1, the overall mean score of the students’ perceptions on
learner autonomy is M = 2.96. This mean score almost reaches scale 3 which is nearly
average in the five-point scale. Thus, from the students’ reports, the whole group’s mean
score is rather equal to the average mean of the five-point scale (M=3). Figure 4.1 will
display the mean score of the students’ perceptions on learner autonomy in comparison
with the assigned scales 2 and 3.

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