INVESTIGATING LEARNER AUTONOMY AMONG FPT STUDENTS IN LEARNING ENGLISH LISTENING SKILLS

Abstract

English is one of the most used languages in the world, and it is used by one-fourth of the world’s population (Eberhard, Gary & Charles, 2022). Global communication is at an all-time high in the twenty-first century and monolingual people have many disadvantages compared to multilingual people. In language learning, without being able to understand input correctly, learners will not be able to improve (Renukadevi, 2014). One way to improve input, including listening, is through autonomous learning. Autonomous learning has been identified as a critical factor in improving listening skills in language learning (Vandergrift, 2018). Research has shown that learners who engage in autonomous learning are more likely to develop better listening skills than those who rely solely on classroom instruction (Little, 1991). Given its benefits to improving listening skills, it is significant to investigate autonomous learning. This study examines how autonomous learning is practised among FPT students toward improving their listening skills. By investigating the level of learner autonomy among FPT students in learning English listening skills, this study aims to provide insights into the current state of learner autonomy and identify areas where improvements can be made to support students in becoming more autonomous learners. To achieve this aim, survey questionnaires were used. Data of the survey were analysed by quantitative and qualitative methods. Three most important findings of our research include, first, most of the students were aware of the importance of autonomous learning in general, of its importance to improving English listening skills in particular. Second, motivation, time constraints, access to resources and personal learning styles were the factors that had the most negative impacts on participants’ autonomous learning. Third, some students suggested that setting specific goals can be helpful, while others suggested that choosing the right strategies that are effective for each individual, is the best way to maximise output from autonomous learning. To boost autonomous learning at FPT University, teachers and the institution can encourage self-directed learning, utilise technology, and foster a culture of collaboration. Providing opportunities to explore interests, utilising online resources, and promoting peer-to-peer learning can enhance student learning.