Dòng Nội dung
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Hình thành và nâng cao tính tự chủ của sinh viên trong việc học nói tiếng Anh = Forming and enhancing learner's autonomy in learning English speaking / Phạm Thị Phượng. // Tạp chí khoa học ngoại ngữ Số 49/2016.
Hà Nội : Đại học Hà Nội, 2016
tr. 64-78

Learner autonomy is considered one of the robust components in the success in second language acquisition. However, the levels of autonomy among the students at Vietnamese universities have yet been up to expectations. Even when they have motivation to study English, their time and effort investment is not sufficient. This research was, therefore, implemented to foster this kind of autonomy by conducting an action plan which includes raising students’ awareness and encouraging them to practice speaking more. To validate the results of the study, a combined questionnaire, follow-up interviews and classroom observations were used intergratedly as research instruments. It was revealed that these learners were able to enhance their autonomy as well as their spoken English, and it also suggested a way of gauging students’ responsibility for their own learning and that learner autonomy can only be achieved with the efforts of both the teacher and the learners.

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Phát huy tính tự chủ của người học trong những lớp học kỹ năng viết tiếng Anh = Promoting learner autonomy in EFL writing classrooms / Nguyễn Thị Hà // Tạp chí khoa học ngoại ngữ Số 48/2016
Hà Nội : Đại học Hà Nội, 2016
tr. 76-82

In any process of learning the learner takes the most important role of all the factors In any process of learning, learner plays the most important role among such factors as teacher, learner, course material and teaching methods. In other words, learners who want to be successful in the learning process need to take charge of their own learning. Therefore, it is important for learners, especially those of English as a foreign language to have great autonomy in learning. It is also important for teachers to promote the learner autonomy in English classrooms in general and English writing classrooms in particular. As writing is a productive skill, learners in English writing classes should be encouraged to be autonomous and given more opportunities to think critically, to initiate learning and express themselves. This paper aims at discussing the concepts of learner autonomy, and the roles of teacher and learner in an autonomous classroom. Furthermore, it suggests ways to promote learner autonomy in learning writing skill.

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