TEACHER’S PERCEPTION OF LEARNER’S AUTONOMY IN ONLINE EFL CLASSES

Abstract

With its important role in enhancing students’ independence and engagement in online English classes, encouraging learner autonomy (LA) has been the target of teachers. Additionally, it is commonly believed that teachers’ perceptions strongly affect the pedagogical activities chosen for the classroom, which may accordingly decide the success of the target set. This paper aimed at investigating teachers’ perceptions in promoting LA in language teaching and learning in online language classes, specifically at International School, Vietnam National University, Hanoi. In-depth interviews were conducted for 7 teachers and the results were obtained via thematic analysis. The insights gained were hoped to improve those teachers’ awareness, adaptation, and application of suitable pedagogical methods to advance LA in online classes. Recommendations for educational institutions and teacher training curriculum developers on supporting teacher professional development were made subsequently.