This paper is published in Volume-7, Issue-3, 2021
Area
Learner Autonomy In EFL
Author
Pham Duc Thuan
Org/Univ
Hoa Lu University, Ninh Bình, Vietnam, Vietnam
Pub. Date
20 May, 2021
Paper ID
V7I3-1381
Publisher
Keywords
Learner Autonomy, Aspects of Learner Autonomy, Promoting Learning Autonomy, Project Work, Action Research, Non-English Majors, English as a Foreign Language

Citationsacebook

IEEE
Pham Duc Thuan. Employing project work to enhance aspects of learner autonomy for tertiary EFL learners, International Journal of Advance Research, Ideas and Innovations in Technology, www.IJARIIT.com.

APA
Pham Duc Thuan (2021). Employing project work to enhance aspects of learner autonomy for tertiary EFL learners. International Journal of Advance Research, Ideas and Innovations in Technology, 7(3) www.IJARIIT.com.

MLA
Pham Duc Thuan. "Employing project work to enhance aspects of learner autonomy for tertiary EFL learners." International Journal of Advance Research, Ideas and Innovations in Technology 7.3 (2021). www.IJARIIT.com.

Abstract

The study aims to explore the enhancement of learner autonomy through the integration of the project work in the existing syllabus. The study was conducted with thirty-four first-year non-English majors in a university in the north of Vietnam. In the study, learner autonomy is conceptualized as a multi-faced concept with four aspects: technical, psychological, political-critical, and socio-cultural. Learner autonomy was researched based on the empirical evidence of its benefits to learners in language learning. Meanwhile, project work was argued to be potential to promote learner autonomy. As a result, eight different projects created by the students were implemented in the learning process. The study employed action research approach with three different data collection tools (questionnaires, interviews, and the teacher’s diary). Content analysis was applied for the data in the study. The findings reveal that the enhancement of learner autonomy was evident in all the four aspects. Technically, the students were found to have more access to the learning resources and used more learning strategies. Psychologically, the students were identified to exhibit highly positive attitudes and to be motivated in learning. Political-critically, the students reported that they had more choices in learning contents and methods. Socio-culturally, the students demonstrated more interaction and collaboration.
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