Dòng Nội dung
1
A case study the impacts of learner autonomy on the performance of consecutive interpreting of fourth- year students at english department / Lê Bích Ngọc; Ngô Văn Giang hướng dẫn
Hà Nội : Đại học Hà Nội, 2017
31 tr. ; 30 cm.
2
Học tập ngôn ngữ trong môi trường hỗ trợ di động: từ tự quản đến hợp tác – trường hợp của các lớp Việt ngữ tại đại học Quốc gia Australia = Mobile – assisted language learning: from learner autonomy to collaboration a case study of Vietnamese language classes at the Australian national university / Thái Duy Bảo. // Ngôn ngữ và đời sống. 2015, Số 3 (233).
2015
tr. 1-7

The paper offers an overview of recent findings and achivements of Mobile Assited Language Learning (MALL) – learning mediated via handheld devices, from lesson designing issues to student’s interaction and communication; and from these to highlight essential concepts in the content design that supports informal learning activities with mobile devices. The paper also reports the results of the Vietnamese as a second language (VSL) learning programs offered at The Australian National University.
3
How to be a more successful language learner : toward learner autonomy / Joan Rubin & Irene Thompson.
Boston, Mass. : Heinle & Heinle Publishers, 1994
viii, 120 p. ; 23 cm.
4
Learner strategies for learner autonomy : planning and implementing learner training for language learners / Anita Wenden
New York : Prentice Hall, 1991
xv, 172 p. : ill. ; 24 cm.
5
Nâng cao tính tự chủ của người học: Vai trò quan trọng của giáo viên = Promoting learner autonomy: important roles of the teacher / Nguyễn Quang Vịnh, Nguyễn Hồng Giang. // Tạp chí khoa học ngoại ngữ 64/2020
Hà Nội : Đại học Hà Nội, 2020
tr. 94-106

Learner autonomy is seen as an important goal in language education. One of major impacts on learner autonomy is the teacher's perception about autonomy as well as their ability to foster it. This paper attempts to clarify this impact by critically reviewing a range of studies related to the teacher's role in promoting learner autonomy. Some factors that influence the development of learner autonomy are discussed, followed by a number of suggestions recommended by reserchers in different EFL/ESL contexts. The review introduces some theoretical and empirical ideas for language teachers to incorporate learner autonomy promotion into their teaching.