FACTORS INFLUENCING LEARNER AUTONOMY IN HIGHER EDUCATION: NON-ENGLISH MAJORS’ PERCEPTIONS

Abstract

In today’s globalized world, learning has been considered a continuous process, and learner autonomy is one of its most essential keys. Numerous previous studies have examined the fact that independent language learners are more beneficial than passive learners. Subsequently, it is crucial to comprehend the various aspects relating to learner autonomy. This study aims to investigate university non-English majors’ perceptions of factors that foster and hinder learner autonomy development. Data was collected from 300 English non-English majors at a private university in Ho Chi Minh City, using quantitative and qualitative methods. The findings indicated several factors that facilitate and impede the capacity of students to learn English autonomously. The study also revealed that motivation and time management skills significantly impact autonomy, while challenges include limited personal drive and inadequate resource support. Based on these findings, it is supposed that addressing these factors could foster a more autonomous learning environment, enhancing English proficiency.