Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in Vietnam
The research paper’s primary objective was to understand teachers’ reflections on the implementation of different learning approaches, including resource-based, curriculum-based, classroom-based, technological-based, teacher-based, and learner-based approaches, to foster Learner Autonomy (LA) of Vie...
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| Format: | Article |
| Language: | English |
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HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE
2024-06-01
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| Series: | Ho Chi Minh City Open University Journal of Science - Social Sciences |
| Subjects: | |
| Online Access: | https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/2915 |
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| _version_ | 1850242765396377600 |
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| author | Tai Huu Nguyen Thu Le Anh Tran |
| author_facet | Tai Huu Nguyen Thu Le Anh Tran |
| author_sort | Tai Huu Nguyen |
| collection | DOAJ |
| description | The research paper’s primary objective was to understand teachers’ reflections on the implementation of different learning approaches, including resource-based, curriculum-based, classroom-based, technological-based, teacher-based, and learner-based approaches, to foster Learner Autonomy (LA) of Vietnamese undergraduates. Applying learning approaches to encourage LA has been widely discussed; however, there is a lack of evidence of teachers’ perspective and practice, in relation to their professional experience, of those approaches to cultivating LA. A survey was conducted at the Creative Language Center of Ton Duc Thang University (TDT CLC), Vietnam, to collect responses from lecturers who have different experience in teaching English at the tertiary level. The findings indicate that teachers, regardless of experience, focused more on classroom-based approaches, such as providing cooperative learning and peer discussion to foster LA. However, teachers with more experience tend to focus on learner-based approaches to provide more individual training and assistance to help students become more autonomous learners. Understanding the concept of learning approaches and their implementation is believed to benefit teachers, especially those with less experience, in fostering LA in their own teaching context. |
| format | Article |
| id | doaj-art-e1e064113ee8487b9e8cf98c7aa4aa02 |
| institution | OA Journals |
| issn | 2734-9357 2734-9624 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE |
| record_format | Article |
| series | Ho Chi Minh City Open University Journal of Science - Social Sciences |
| spelling | doaj-art-e1e064113ee8487b9e8cf98c7aa4aa022025-08-20T02:00:12ZengHO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCEHo Chi Minh City Open University Journal of Science - Social Sciences2734-93572734-96242024-06-0114411913910.46223/HCMCOUJS.soci.en.14.4.2915.20242046Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in VietnamTai Huu Nguyen0Thu Le Anh Tran1Ton Duc Thang University, Ho Chi Minh CityPhu Yen University, Phu YenThe research paper’s primary objective was to understand teachers’ reflections on the implementation of different learning approaches, including resource-based, curriculum-based, classroom-based, technological-based, teacher-based, and learner-based approaches, to foster Learner Autonomy (LA) of Vietnamese undergraduates. Applying learning approaches to encourage LA has been widely discussed; however, there is a lack of evidence of teachers’ perspective and practice, in relation to their professional experience, of those approaches to cultivating LA. A survey was conducted at the Creative Language Center of Ton Duc Thang University (TDT CLC), Vietnam, to collect responses from lecturers who have different experience in teaching English at the tertiary level. The findings indicate that teachers, regardless of experience, focused more on classroom-based approaches, such as providing cooperative learning and peer discussion to foster LA. However, teachers with more experience tend to focus on learner-based approaches to provide more individual training and assistance to help students become more autonomous learners. Understanding the concept of learning approaches and their implementation is believed to benefit teachers, especially those with less experience, in fostering LA in their own teaching context.https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/2915higher educationlearner autonomylearning approachesteachers’ perspectiveundergraduate students |
| spellingShingle | Tai Huu Nguyen Thu Le Anh Tran Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in Vietnam Ho Chi Minh City Open University Journal of Science - Social Sciences higher education learner autonomy learning approaches teachers’ perspective undergraduate students |
| title | Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in Vietnam |
| title_full | Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in Vietnam |
| title_fullStr | Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in Vietnam |
| title_full_unstemmed | Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in Vietnam |
| title_short | Teachers’ perspectives and practice in using learning approaches to foster learner autonomy in Vietnam |
| title_sort | teachers perspectives and practice in using learning approaches to foster learner autonomy in vietnam |
| topic | higher education learner autonomy learning approaches teachers’ perspective undergraduate students |
| url | https://journalofscience.ou.edu.vn/index.php/soci-en/article/view/2915 |
| work_keys_str_mv | AT taihuunguyen teachersperspectivesandpracticeinusinglearningapproachestofosterlearnerautonomyinvietnam AT thuleanhtran teachersperspectivesandpracticeinusinglearningapproachestofosterlearnerautonomyinvietnam |