ENGLISH LANGUAGE TEACHERS' BELIEFS AND PRACTICES TO PROMOTE LEARNER AUTONOMY

Abstract

Many researches have been examined learner autonomy in other countries in recent years. Teachers’ beliefs and practices towards learner autonomy at the tertiary level in Vietnam are, however, very marginalized and neglected. This study investigated 385 English language teachers’ perceptions and practices to promote learner autonomy using the quantitative approach with the combination of the adapted Borg & Al-Busaidi’s 2012 questionnaire with the researcher-made items. The results indicated that teachers have high beliefs on learner autonomy; they think it is feasible and desirable to promote learner autonomy in English language teaching and learning. Most of teachers agreed on the factors which limit learner autonomy, and there is no difference in the perceptions regarding the gender in terms of promoting learner autonomy. Therefore, it is necessary for the teachers to encourage the learner autonomy in English language teaching and learning with some pedagogical implications for innovating teaching methodology.