VietTESOL International Convention, VietTESOL International Convention 2018

Font Size: 
Teachers' Roles in Enhancing Learner Autonomy - A Case Study in Speaking and Listening Classes
Tuyet Thi Le Pham

Building: A12
Room: Room 401
Date: 2018-10-12 03:20 PM – 03:50 PM
Last modified: 2018-09-16


In the recent decades, the concept of learner autonomy has drawn attention from many researchers and educators. In attempt to explore students’ and teachers’ perspectives on teachers’ roles in enhancing leaner autonomy and the strategies teachers used to promote learner autonomy in speaking and listening lessons at English Division 1, Faculty of English Teacher Education, VNU-ULIS, this paper includes five parts in which theoretical background related to the two key terms “learner autonomy” and “teachers’ roles in fostering learner autonomy”, the research methodology as well as major findings and pedagogical implication basing on the data gathered will be fully clarified. To be more specific, the investigation involving the participation of 11 teachers and 107 students was pursued with three research instruments, classroom observations, questionnaires and interviews. The analysis of the collected data focused on student’s and teachers’ perceptions on the roles of teachers in the process of developing autonomous learning, and teachers’ strategies to foster self-learning in the aforementioned context as perceived by both groups of participants. In the process of data analysis, mismatches in teachers’ and students’ responses were mainly utilised to add into discussions. Afterwards, the issues raised in the discussions were explained in the light of theoretical framework to draw significant implications which are expected to help better application of learner autonomy in improving students listening and speaking skills and other skills in the future.


Learner Autonomy, Teachers' roles