Non-English major students’ perceptions of their autonomy in English language learning

Non-English major students’ perceptions of their autonomy in English language learning

Nguyen Thuy Ngoc Han The Saigon International University, Vietnam
This research mainly aims at investigating non-English majored students’ awareness of autonomous English learning. To obtain the data for this research, one hundred non-English majors, from The Saigon International University, were surveyed. The objectives were to explore the students’ perceptions of their responsibility in learning English as well as the main factors affecting students’ autonomy. In addition to the survey, five students were also interviewed to discover the roles of autonomous English learning in students’ view. The findings indicate that the majority of students perceive themselves as autonomous learners who are willing to take responsibility for their English learning inside and outside the classroom. Besides, according to the results, there are various factors influencing autonomous English learning which includes laziness, a lack of learning strategies, and a lack of motivation. Moreover, the results show that autonomy does play an integral part in English learning. This study concludes by suggesting various methods to promote non-English majors’ autonomy in their English language learning process.
English learning
students’ perceptions

[1] Banerjee, S. (2011). Learner autonomy in multicultural EFL classrooms: Probabilities and prospects. NELTA conference proceedings, 25-27.

[2] Begum, A., & Chowdhury, R. (2016). The Factors That Affect Learner Autonomy In Learning English As A Foreign Language (Efl) At Tertiary Level In Bangladesh. Elk Asia Pacific Journal Of Social Sciences, 2(4), 1-26. EAPJMRM/issn. 2349-2317/2015

[3] Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505–519

[4] Cook,V. (2008). Second Language Learning and Language Teaching. London: Hodder Education

[5] Coopersmith, S. (1967). The Antecedents of Self-esteem. San Francisco: Freeman.

[6] Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195–205.

[7] Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.

[8] Dang, T. (2019). Students’ initiative in practicing language skills. Retrieved 20 April 2021, from

[9] Healey, D. (1999). ‘Theory and research: Autonomy in language learning’ in J. Egbert & E. Hanson-Smith (Eds.), CALL Environments: Research, Practice and Critical Issues. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc., 391–402.

[10] Holden, B., & Usuki, M. (1999). Learner autonomy in language learning: A preliminary investigation. Bulletin of Hokuriku University, 23, 191–203.

[11] Holec, H. (1981). Autonomy and foreign language learning. ERIC. Retrieved 15 April 2021, from https://

[12] Hu, Y. (2016). The role of learner autonomy for learning English out-of-class in Chinese Universities. Retrieved 6 May 2021, from https://dspace.library. MEd_2016.pdf?sequence=1

[13] Khan, A. (2018). Why students do not ask their doubts from teachers? Read here the negative effects on their studies. Retrieved 15 April 2021, from

[14] Khotimah, K., Widiati, U., Mustofa, M., & Ubaidillah, M. (2019). Autonomous English learning: Teachers’ and students’ perceptions. Indonesian Journal Of Applied Linguistics, 9(2), 371-381. ijal.v9i2.20234

[15] Le, T. (2013). Autonomous English learning of students at Hanoi University of Agriculture in the CreditBased Training System. Journal of Sciences and Development 2013, 11(4), 574- 581. Retrieved 17 April 2021, from Upload/1292013-tc_so_4.2013_574-581.pdf.

[16] Little, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin: Authentik.

[17] Littlewood, W. (1999). Defining and developing learner autonomy in East Asian contexts. Applied Linguistics, 20(1), 71–94.

[18] Macdougall, M. (2008). Ten tips for promoting autonomous learning and effective engagement in the teaching of statistics to undergraduate medical students involved in short-term research project. Journal of Applied Quantitative Methods 3, 223-240.

[19] Najeeb, S. (2012). Learner autonomy in language learning. ScienceDirect. Retrieved 20 April 2021, from https://

[20] Nguyen, H. (2016). The role of autonomous English learning (outside the classroom). Retrieved 2 May 2021, from php?option=com_content&view=article&id=20942 %3Avaitrotuhoc&catid=5399%3Avaitrotuhoc&Itemi d=9265&lang=fr site=34

[21] Oxford University Press ELT. (2013). Learner autonomy - Oxford University Press. Oxford University Press. Retrieved 21 April 2021, from https://oupeltglobalblog. com/2013/01/29/learner-autonomy/.

[22] Paudel, J. (2019). Learner autonomy practices in English language teaching in EFL context. Journal Of NELTA Gandaki, 1, 53-61. v1i0.24460

[23] Shien, S., Akiko, T., & Man-ping, C. (2010). Promoting learner autonomy: Student perceptions of responsibilities in a language classroom in East Asia. ResearchGate. Retrieved 20 April 2021, from https:// m oting_Learner_Autonomy_Student_Perceptions_of_ Responsibilities_in_a_Language_Classroom_in_ Eas t_Asia.

[24] Thanasoulas, D. (2000). What is Learner Autonomy and how it can be fostered? The Internet TESL Journal, 6(11). Retrieved 15 April 2021, from Articles/Thanasoulas -Autonomy.html.

[25] English - Students self-study spirit. Phil English. Retrieved 30 July 2021, from aspx.

[26] Vo, H. (2020). Students’ active engagement in learning at University of Sciences, Hue University

[27] Retrieved 6 May 2021, from blog/post/22209

[28] Wenden, A.(1998). Learner Strategies for Learner Autonomy. Hertfordshire: Prentice Hall.

Articles in Issue