Learner autonomy in learning English reading skills

LANGUAGE TEACHING METHODOLOGY

v

LEARNER AUTONOMY IN LEARNING
ENGLISH READING SKILLS
NGO PHUONG ANH*, DAO THI HONG THUY**
*
Hanoi University of Science and Technology, 
**
Hanoi University of Science and Technology, 
Received: 27/4/2019; Revised: 07/5/2019; Accepted: 17/5/2019

ABSTRACT
Learner autonomy in learning English reading skills is an area not being extensively explored in
Vietnam so far. This study aims at investigating first-year English majored students’ perceptions
of learner autonomy and their practices of learner autonomy in learning reading skills at a
university in Vietnam. Instruments used in the study consist of a questionnaire survey and indepth interviews. The structured questionnaire was administered to 99 participants and an indepth interview was followed up with 11 students who were selected by their mark range from
below average, above average and very good mark. Two instruments were employed to triangulate
data to fulfill the main aim of the research. The results of the survey and the in-depth interview
reveal that almost all the students understood the concept of learner autonomy and were aware of
learning autonomous activities. However, the in-depth interview results indicate that the students
still wanted to be reliant on their teachers in class to gain better results. It is suggested that teachers
should make learners independent in their learning process. In addition, teachers should create
favorable learning environment to facilitate learner autonomy in learning reading skills.
Keywords: learner autonomy, autonomous learners, reading learning strategies

1. INTRODUCTION
Learner autonomy is a topic of much concern for
scholars in the world. However, in Viet Nam, few
researchers such as Dang Tan Tin (2010), Nguyen

Thanh Van (2011) had studies on the topic. It is
obvious that in Vietnam, students are accustomed
to being obedient and passive in class and teachers
function as dictators in the class, i.e., not giving
students opportunities to decide on what and how
to learn. In addition, research on learner autonomy
in reading skills is not widely found, particularly
in Vietnam. This paper aims at reporting the
results of a research study on learner autonomy

perception and practices of learning reading skills
in Vietnam. More specifically, it attempts to find
out evidence of students’ learner autonomy (LA)
in learning EFL reading skills, their perceptions of
LA concept, their habits and strategies in learning
English reading skills.

2. LITERATURE REVIEW
Learner autonomy is defined by Holec (1981)
as the ability of students to take charge in their
learning. The concept bears the meaning of the
students’ ability to observe and participate in new
experience and then incorporate new knowledge
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into their existing knowledge and modify the latter
when needed.
2.1. Autonomous language learners
According to Holec (1981), an autonomous learner
is a manager of his or her own learning processes
and he/she has the ability to determine the goals,
contents and progressions; choose and use methods
and techniques to achieve those objectives and
what has been acquired. A quite similar opinion
is given by Sheerin (1997) i.e., learner autonomy
is the capacity of analyzing needs; setting
objectives; planning a program of work; choosing
materials and activities; working unsupervised and
evaluating progress. Sheerin agrees with Holec
about three features of autonomous language
learners including (1) determining the objectives;
(2) selecting materials and techniques and (3)
evaluating what has been achieved; however, she
points out two other characteristics of working
without supervision. Voller (1997) says that
“The truly autonomous learner would not need
a teacher at all” (p. 107). Besides, in Ding’s
(2015) viewpoint, autonomous learners take
responsibility for (1) working without supervision;
(2) choosing material; (3) setting long-term and
short-term objectives; (4) prioritizing objectives;
(5) deciding when and how long to work on an
objective; (6) assessing progress; (7) evaluating
programs; (8) having a degree of knowledge of the

language system; and (9) being self-motivated and
self-disciplined. The author also emphasized that
above all, autonomous learners must be disposed
to take responsibility and creative learners who are
capable of “stepping back” from learning in order
to assess what they are doing and why.
From what are discussed earlier, an autonomous
language learner should be the one who (1)
takes responsibility for their whole learning;
(2) determines achievable targets and overall
objectives; (3) plans a program of work to achieve
the objectives set; (4) selects materials, methods

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and techniques; (5) evaluates ones’ progress;
(6) uses appropriate learning strategies; (7) has
appropriate knowledge about the target language
and language learning; and (8) has instinctive
motivation.
The eight key characteristics noted above are
explored in this researching context.
2.2. Autonomous learning strategies for
reading skills
The success of learner autonomy may require the
understanding of how to use different reading

strategies effectively and efficiently. Hence,
learning and practicing are necessary accordingly.
Benson (2001, p. 75) argued that “…fostering
autonomy does not imply that we simply leave
learners to their own devices, but that we actively
encourage and assist them to take control of their
learning.” The possession of reading strategies is
an essential factor for students to be successful
in reading activities and to have better reading
comprehension. It may be also necessary for
teachers to provide suitable guidelines and
recommendations to students.
In this study, some reading strategies selected
are 1- cognitive strategies, i.e., approaches “in
which learners work with and manipulate the
task materials themselves, moving towards task
completion” (Chamot and Kupper, 1989, p. 14),
2- metacognitive strategies, i.e., involvement of
thinking about the learning process, planning
for learning, monitoring the learning task,
and evaluating how well one has learned,
3- compensation strategies, i.e, the ones for
compensating for limitations in their language,
e.g., unfamiliar vocabulary and unknown concepts
(Oxford, 1990).
2.3. Previous studies on learner autonomy
The most recent works on learner autonomy was
a review by Đinh Thị Hồng Thu (2017) about

LANGUAGE TEACHING METHODOLOGY

learner autonomy in learning foreign languages
in Vietnam. Before that, Nguyen Thanh Van
(2011) completed a study investigating the
perceptions of responsibilities and abilities related
to autonomous learning of the language and the
students’ autonomous learning activities in and
outside of class. The study involved 63 non –
English majored students from 24 colleges across
Vietnam, the questionnaire consisted of three main
sections with 42 items. The results show that the
concept of learner autonomy was still alien to both
the students and teachers. The study suggested
that autonomous learning be incorporated in the
students’ language curriculum.
Dang Tan Tin (2012) carried out a study of
learner autonomy perception and performance on
Vietnamese students in online and offline learning
environments with the objectives of fostering
learner autonomy in the higher education sector in
Vietnam. Using a mixed method design, the study
relied on a 62 –item questionnaire. Valid responses
were received from 562 EFL undergraduate
students in four universities in several countries
and semi-structured interviews were conducted
with eleven students at the end of the course to
gain more insights into their autonomous learning
behaviors. The findings showed that students’
perception and performance of learner autonomy

were positively correlated with each other at the
beginning of the course. However, this relationship
was not confirmed at the end of the course. Other
finding suggested that preference, motivation and
attitude prominently contributed to the shaping
of students’ autonomous learning. These findings
called for an approach in educational reforms
to foster learner autonomy, particularly in an
examination – oriented context as Vietnam. The
strength of the study was that the results help
stakeholders design appropriate pathways to
promote learner autonomy. The researchers have
applied with adaptations both the questionnaire
and interview from Dang Tan Tin (2012).
There are other researchers in the world
investigating learner autonomy. For example, the

v

effect of learner autonomy on language learning
was examined by Yanling (n.d). The author looked
at the benefits of developing learner autonomy and
implementing autonomous strategies conducted
by Shanxi University of Finance and Economics.
The results indicated autonomous learning
strategies helped improve EFL outcomes for this
group of students in Chinese tertiary education.
Students’ motivation was aroused and most of them
volunteered to find appropriate reading materials to
read and to persist in listening to the radio station

in their spare time every day. They could take an
active part in all kinds of activities outside class,
such as English speech contests and English singing
contests at the university. Students became used
to some learning strategies. Every student made
his/her owned detailed daily timetable for study
and activities. Students realized that, in the area of
foreign language learning, an increased awareness
of the learning process was very important so they
paid more attention to process than product of study
and took an active role in class activities such as in
pairs and small groups.
Zarei & Gahremani (2010) investigated the
relationship between postgraduate students’
autonomy and their reading comprehension
ability at Islamic Azad University, Takestan. To
this end, a 32 – item questionnaire and a 20-item
multiple-choice reading comprehension test were
administered to 90 participants. The collected data
were analyzed using the Correlation procedure, one
way ANOVA and Regression analysis. A number
of conclusions can be drawn from the statistical
analyses and the obtained results. The study
indicated that there was a positive relationship
between learner autonomy and their reading
comprehension ability and another result was that
proficient and autonomous readers were more
confident in dealing with complex reading activities.
Recently, Channuan (2015) carried out a
research study on promoting learner autonomy

through an extensive reading (ER) program
among second-year undergraduate students of
Naresuan University in Thai Land. Thirty-seven
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undergraduate students who were enrolled in the
Reading Academic English course were classified
into high and low proficiency groups based on
their general English reading pretest mean scores.
Quantitative data were then collected through
a general English reading ability pre- and posttest and a learner autonomy training strategies
questionnaire. After the 10-week ER program,
the test scores showed that the students’ English
reading ability was significantly improved. The
findings from the questionnaire indicated students’
frequent use of cognitive and metacognitive
strategies in ER as well as an increase in their
positive attitudes toward both reading and learner
autonomy. It could be concluded that ER enhances
reading ability and promotes learner autonomy.
Louis and Pereira’s (2003) conducted a study
about remedial EFL students in an EST (English
for Science and Technology) reading course at the
Simon Blivara University in Caracas, Venezuela.

Most of their students failed the regular courses
and many was not confident with read in foreign
language. In an attempt to motivate their students
and help them find their own inner potential, they
turned to the research done in motivation, and
learning styles. As they believed students played
a decisive role in their own learning process,
students were allowed to choose the reading
activities they considered most beneficial and as
fear of traditional type reading test was high among
them, portfolios and contracts were also offered as
an alternative form of assessment with regard to
the feedback obtained from their students, 96%
thought that the alternative assessment used to
evaluate their academic achievement in reading
comprehension during the parallel remedial
course had had a positive influence on them.
The majority of the students (78%) said that they
were under less pressure and could work better in
class. Obviously, thanks to autonomous learning
strategies, the students became more confident and
studied better.
In summary, the previous studies under review
indicate a deficiency in the studies about learner

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autonomy in learning English reading skills in
Vietnam, this leads to the study being conducted.
In addition, the questionnaire from Dang Tan Tin
(2012) and the interview questions from Borg
and Saleh Al-Busaidi (2012) in the review were
adapted for this study.

3. METHODOLOGY
3.1 Research design
Mixed method approach (Cresswell, 2005) which
combines both quantitative and qualitative methods
has been employed in this project. A questionnaire
survey (quantitative) was used for collecting data
for the perceptions of students and practices,
while the in-depth interviews (qualitative) are
to investigate the students’ thoughts and habits,
and later to triangulate with the data from the
questionnaire.
In the first phrase, quantitative data were
collected from the questionnaire being delivered
to all first–year students, i.e., 99 students at the
university under study to identify their perceptions
of learner autonomy and the practices as revealed
in English reading.
Based on what were learnt from the first stage,
the researchers adapted the interview questions
from Borg and Saleh Al-Busaidi (2012) and Dang
Tan Tin (2012) to deepen the data gained from the
questionnaire.

3.2. The subjects
The participants of the present research were
ninety-nine first-year English students at the
researched university. They are from 18 to 19
years old and have spent at least 7 to at most 10
years learning English at both secondary and high
school. They have never been given any training in
learner autonomy in learning reading skills. By the
time the researchers gathered the data for this study,
they finished the second term of the school year.


LANGUAGE TEACHING METHODOLOGY

The eleven students for the in-depth interviews
were chosen from the ninety-nine participants by
their scores of reading skills (i.e, according to
proficient, middle and bottom levels) in the first
semester. They were representative of first year
top-, middle- and bottom- students respectively.
3.3. Questionnaire design
The questionnaire is designed to answer the first
question “What are the student’s perceptions on
‘learner autonomy’?” and the second question
“What are the students’ actual practices in EFL
reading learning?”. The type of semi-structure
was used to gather information in greater depth.
The items of questionnaire are adapted from
Ustunluoglu (2009) with the study entitled
“Autonomy in language learning: do students

take responsibility for their learning”. The main
purpose is to investigate the students’ perceptions
on learner autonomy and autonomous strategies.
This questionnaire comprises three parts,
i.e., the background of the students, students’
perceptions on learner autonomy & students’
practices in EFL reading, how these practices reveal
about their learner autonomy and autonomous
strategies of first– year English majors of the
university under research, when the students used
the strategies to master reading skills.
In the first part, the researchers aimed to gather
the information relating to the participants’ gender,
age, living area, phone number. In the second
part, nine statements are given to the students
to check their knowledge about the learner
autonomy. They circle among five choices on a
five – point Likert scale (strongly agree =1, agree
= 2, neutral =3, disagree =4, and strongly disagree
=5) where appropriate, after that the perceptions
of the autonomy in learning reading skills with
ten items for students to put a tick to one in three
choices where appropriate. In the third part, the
questionnaire contains thirty items, i.e., responses

v

to each item were measured in a five-point Likert
scale (strongly agree =1, agree = 2, neutral =3,
disagree =4, and strongly disagree =5), students

marked one choice among the statements. The
questions focus on learners’ practices in learning
reading skills, specifically, the aspects of learning
autonomy practices or strategies such as planning
learners’ learning, setting out learning objectives,
deciding learning methods, choosing learning
materials and learner’s self-evaluation in the
processes of learning reading skills.
The table 3.1 below shows the main content of
each section of the questionnaire and the purpose
of each section.
Table 3.1. Main content of the questionnaire and
the purpose of each section
Part

Content

Purpose

1

The background of the participants

an overview
of the
participants

2

Statements about the participants’ perceptions

on learner autonomy in learning reading skills.
- Part 2.1
item 1, item 2, item 3, item 4, item 5, item 6,
item 7, item 8 and item 9.
- Part 2.2
item 1, item 2, item 3, item 4, item 5, item 6,
item 7, item 8, item 9 and item 10.

To
understand
the
students’
perceptions

3

Statements about practices in EFL reading
reveal about their learning autonomy.

To gain the
practices
revealing
in English
reading

- There are 8 items about cognitive strategy:
item 1, item 2, item 3, item 4, item 5, item 28,
item 29 and item 30.
- There are 19 items about metacognitive
strategy:

item 6, item 7, item 8, item 9, item 10, item 11,
item 12, item 13, item 14, item 15, item 16, item
17, item 18, item 19 and item 20, item 21, item
22, item 23, item 24
- There are 3 items about compensation
strategy:
item 25, item 26, item 27

The data analysis focuses on what respondents
assessed learner autonomy and reading strategies
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in the process of learning reading skills. The
questionnaire was distributed face-to-face to the
students by the researchers. To make sure that the
students answer the questionnaire by themselves,
they were asked to complete the questionnaire
in the class after a language period in a large
lecture hall. To avoid any misunderstanding, we
explained and gave clear instruction as well as the
purpose of the questionnaire. In addition, we were
with the students during the time they filled out the
questionnaire to give any necessary explanation
or assistance. They were informed that the

questionnaire was not a test and there is no right or
wrong answer. Therefore, the students just needed
to give their own opinion. It took about 15 minutes
for the students to complete the questionnaire.
After, the data were transferred to a computer and
stored in a data file and printed out in hard copy
form for analysis.
3.4. In-depth Interviews
With the expectation that by using interviews,
a researcher can freely use prompts to obtain
response clarity or additional information (Burke
& Larry, 2000), face-to-face interviews with the
researchers ‘were adopted to find out more about
students’ perceptions and practices at a university
in Vietnam. This instrument is used to triangulate
the data about students’ perception and practices
which were disclosed via the questionnaire survey.
In this research, we chose face-to-face indepth interviews, a lot of extra information can
be added to the verbal answer of the interviewees
on a question (Raymond, 2006). Additionally,
interview questions are structured and based on
the information from the questionnaires, aiming to
clarify data from the questionnaire.
3.5. Data Collection procedure
The data collection procedure was taken place
around one semester at the university under
research, which was equivalent to 15 continuous

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weeks. The questionnaire instrument was used in
to investigate the students’ perception about LA at
the end of the semester. The questionnaire were
delivered to 99 students and the main content of
the questionnaire was about the students’ thoughts
about LA and their practices of learning reading
skills including strategies they used to learn. The
questionnaire results were collected and the data
were analyzed by the use of SPSS program.
Finally, the researchers chose 11 students
to take part in an in-depth interview which took
place in an empty classroom to avoid disturbance.
The interview with each student lasted in two
hours (about 11 minutes for each participants).
Before being interview fifteen minutes, the
participants were given a list of questions and
gave any explanation if necessary. In addition,
the participants were informed about the purpose
as well as the nature of the interview. They were
explained that there were no right or wrong answers
in the interview and their answers would have no
effect on their study results. Therefore, they were
encouraged to say what they really did and to
answer as honestly as they could. The answers of
the interviews were recorded in Vietnamese and
translated into English.

3.6. Data analysis procedure
The data were analyzed by “qualitative content
and analysis” which is “a research method for the
subjective interpretation of the content of text data
through the systematic classification process of
coding and identifying theme and patterns” (Hsieh
& Shannon 2005, P.1278). Finally, the steps of
data analysis are presented in the following steps.
The data analysis consisted of four steps, which
are 1) transcribing the data, 2) pre-coding and
coding, 3) producing a form of data display, and
4) interpreting the data and drawing conclusions.
These four steps were adopted from four phrases of
the analytical process suggested by Dornyei (2007,


LANGUAGE TEACHING METHODOLOGY

v

pp.246-257). In addition, suggestions on analyzing
coded data by Rubin and Rubin (2005, pp.201273), Atkinson (1998, pp. 54-58), and Seidman
(2006, pp.112-131) were also taken into account.

4. RESULTS AND DISCUSSION
4.1. Results from the questionnaire
4.1.1 Results of the perceptions of the concept
“learner autonomy”

Figure 4.2. Student’s perception of responsibility

in learner autonomy

As can be seen from figure 4.1, the percentage
of students understood the concept of the learner
autonomy at the beginning of the course occupies
88.3% and the minority (11.7 %) still did not show
their awareness of the learner autonomy.

at the beginning of the semester and 8.5% teachers
are supposed to be responsible for progress during
the semester of learning reading.

4.1.2 Students’ perception of responsibility.

4.1.3. Practices of learning reading skills

The results were also illustrated through figure 4.2.

In order to identify the practices of learning
reading skills, the researchers investigated how the
participants learnt reading skills, specifically the
strategies they used consisting of metacognitive,
cognitive and compensation.

Figure 4.1. Student’s perception of the concept
‘learner autonomy’
This graph gives an overview of the students’
perception of responsibility. It is noticeable that
the students stick to the evaluation of the students’
progress every week and choosing reading materials

for learning to their foremost priority (over 50%)
whereas the students describe the teachers’
responsibility such as identifying the weakness
of the students in style of reading exercises and
choosing outside class tasks to improve reading
skills as the most important activity. Only 3.2 %
students decide the objectives in learning reading

The cognitive strategies (COG) were used the
most frequently by the students. They read the
topic which attracted their attention (41.5%) and
share the knowledge of science and technology
with their classmates (39.4%). Moreover, they
also looked for reading resources on the internet
(37.2%). It can be seen from the results that the
participants chose largely the topics of reading
exercises and exploited reading resources on
the internet. They spent less time on looking for
reading documentary in the library.
The results were also shown through figure 4.3.
Researched
students
also
used
the
metacognitive strategies in the process of learning
reading skill. The statistics below describes the
use of metacognitive strategies (MET) by ninetynine students, most of MET strategies.
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The participants appeared to be in favor of
finding opportunities to work with specialists
(38%) and asked the teacher questions when they
did not understand- the second highest percentage
(37.2%). The least frequent use was to visit my
teacher for advice on how to overcome learning
difficulties (33%).
Figure 4.3. Overall cognitive strategy used by
students under research

4.2. Results of the interviews

Figure 4.4. Overall metacognitive strategy used
by the first year students

4.2.1. The students’ awareness of the concept of
the leaner autonomy

Eleven interviewees were interviewed for
more detailed information about their practices
including the autonomous strategies they used in
learning reading skills and what the interviewees
experienced in learning reading skills. In addition,
the interviewees were asked to understand the

conception of learner autonomy.

Four of six interviewees understood the concept
of learner autonomy. They focused on some
responsibilities such as having the duty with their
learning, evaluating their results and considering
teacher as an instructor, choosing their materials or
limiting weaknesses and developing their strength.

Figure 4.5. Overall compensation strategy used by
first year students
Students used MET strategies at “usually” level
more than other levels. The most frequently used
MET strategies were to make use of available reading
materials & resources (39.4%) and reading academic
documents to improve their writing skills (39.4%).
Besides, they knew their strengths and weaknesses in
English reading (37.2%) and wrote down problems
faced when learning reading (26.6%).
It seems that students under research are
flexible in using the strategies in improving the
reading skills. We analyze using their compensation
strategy.

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However, two of six interviewees did not fully
understand the concept of the learner autonomy.
They thought that learner autonomy meant “selfstudying”- a limited definition or “hunting the
scholarship”.
4.2.2. The students’ use of the strategies in
learning reading skills
For the cognitive strategies, the researchers asked
the question “Can you tell your experiences in
learning reading skills?” The researchers realized
that the participants knew to move towards the
task completion. They usually read reference
books, foreign articles and magazines or do
exercises to improve reading skills. It meant that
the cognitive strategies were used most commonly


LANGUAGE TEACHING METHODOLOGY

by the students because they were easy to practise
in learning language.
A range of responses was elicited, six of eleven
interviewees shared the experiences to learn
reading skills:
However, some students reported to encounter
difficulties with learning reading skills “The
curriculum is boring and inactive, the teacher
only check the key or “I’m lazier in studying”.
Very few students are not autonomous learners
and dependent on the teacher.
The researchers also wanted to know how

the students learn the skills by asking “What do
you do to learn reading skills such as scanning
and skimming?”The responses of the interviewee
illustrated that the students completed the reading
skills by different ways such as watching the tips
on the internet or asking their teachers for help.
However, some still do not care about skills of
reading and only do exercises freely. By analyzing
two questions above, the researchers realize that
the cognitive strategies were used commonly by
the students because they were easy to practise in
learning language.
Regarding metacognitive strategies, Chamot
and Kupper (1989) mentioned that metacognitive
strategies involved thinking about the learning
process, planning for learning, monitoring the
learning task, and evaluating how well one has
learned. All interviewees reported their use of
planning, monitoring and evaluating the process
of the learning reading.
In order to check interviewee’s habits in
setting goals, planning, or evaluating reading
skills, the researchers asked the first question “Do
you have any objectives in learning reading skills
at the beginning of the semester?” The results
demonstrated that the majority of those who
responded to this item felt that they had objectives
when the semester began.

v

Implications
In accordance with the findings in the
discussion part, the study is concluded with several
recommendations for improving students’ learner
autonomy in learning reading skills.
Firstly, the strategies, i.e., cognitive,
metacognitive and compensation should be
introduced to the students at the beginning of the
semester. Because some of them had an exact plan
at the beginning of the semester but they could not
carry out those plans. If they were supported with
the strategies instructions clearly from the teacher,
they may gain more positive results at the end of
the semester. For this reason, the teachers should
engage their students in a strategy awareness and
focus them more on the metacognitive strategies,
which should be developed in advanced level of
language learning.
Secondly, it is essential for language teachers
to encourage students to be active in the classroom
and use English outside classroom as much as
possible such as participating in seminars and
forums, making friends with foreigners. The
results indicate that students would like to change
the way they are learning but they wish their
teachers to control their studying so the teachers
may need to understand this psychology to have
suitable methods to motivate their study. Also,
practical actions are suggested in order to help

students experience outside activities.

5. CONCLUSONS
This study explores first-year English majored
students’ perceptions on learner autonomy, and
their practices in learning reading skills. In
addition, based on the findings of the study, useful
recommendations are proposed to foster learner
autonomy in mastering reading skills not only
inside the university of this research but also in
new contexts. The most significant findings are
made relating to learner autonomy perception.
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The data from the questionnaire survey illustrated
that the students understood the concept of leaner
autonomy. However, they still wanted to rely on
the teachers in choosing the materials or creating
learning motivation.
In the second place, the study examines what
the students’ practices in EFL reading learning
reveal about their learning autonomy. Most
students did not frequently take part in activities
(joining reading clubs or forums and seminars)

that require arrangements, efforts or plans but
they tended to use the available documents on the
internet that reflects the changes in their studying
at a university.
Last but not least, students knew to combine three
types of strategies, i.e., cognitive, metacognitive
and compensation in the process of learning and
they chose particular strategies for each phase of
one semester. However, they tended to use more
cognitive strategies for reading skill learning./.
References:

learner autonomy development. PhD thesis, Hong Kong
institute of education.
Holec, H. (1981). Autonomy and foreign languages. Oxord:
Pergamon/Council of Europe.
Yanling, G. N. Z. (n.d). An emperical investigation
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<

in

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/>
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LANGUAGE TEACHING METHODOLOGY v

NĂNG LỰC TỰ CHỦ TRONG VIỆC HỌC KỸ NĂNG ĐỌC TIẾNG ANH
NGÔ PHƯƠNG ANH, ĐÀO THỊ HỒNG THÚY
Tóm tắt: Tự chủ trong việc học kỹ năng đọc tiếng Anh là một lĩnh vực chưa được khai thác nhiều

ở Việt Nam.Nghiên cứu này nhằm mục đích điều tra về nhận thức về việc tự chủ của người học và
thực hành quyền tự chủ của người học trong việc học kỹ năng đọc của sinh viên chuyên ngành tiếng
Anh, tại một trường đại học ở Việt Nam. Các công cụ thu thập số liệu được sử dụng trong nghiên cứu
bao gồm một bộ câu hỏi khảo sát và một cuộc phỏng vấn cấu trúc sâu. Bộ câu hỏi khảo sát được thực
hiện với 99 người tham gia và một cuộc phỏng vấn sâu đã được thực hiện với 11 sinh viên có điểm
đọc tiếng Anh trung bình, trên trung bình và rất tốt. Hai công cụ đã được sử dụng nhằm củng cố số
liệu tìm được và thu thập số liệu phục vụ mục đích chính của nghiên cứu. Kết quả khảo sát và phỏng
vấn sâu cho thấy hầu hết tất cả các sinh viên đều hiểu khái niệm tự chủ trong học tập và nhận thức
được các hoạt động tự chủ trong học tập. Tuy nhiên, kết quả phỏng vấn sâu cho thấy, các sinh viên
vẫn muốn phụ thuộc vào sự hướng dẫn và bài giảng của giảng viên trong lớp để đạt được kết quả tốt
hơn. Một số ý kiến ​​cho rằng, giảng viên nên làm cho người học độc lập trong quá trình học tập hoặc
giảng viên cũng nên tạo môi trường để người học được tự chủ trong việc học kỹ năng đọc tiếng Anh.
Từ khóa: tự chủ trong học tập, người học tự chủ, chiến lược học đọc
Ngày nhận bài: 27/4/2019; ngày sửa chữa: 07/5/2019; ngày duyệt đăng: 17/5/2019

KHOA HỌC NGOẠI NGỮ QUÂN SỰ

No. 19 (5/2019)

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