Fostering learner autonomy in a blended learning environment: EFL teachers' practices at Hanoi University of Industry

Abstract

Learner autonomy (LA) is acquiring prominence in higher education, particularly in English language instruction, due to its favorable effects on the development of language proficiency, particularly in blended learning (BL) environments. This paper presents the findings of an investigation into the strategies adopted by instructors to nurture LA in a BL environment. Class observation and interviews were the study's primary data collection methods. During 15 lessons, three instructors were observed in an effort to determine how they promote learner autonomy. Teachers were interviewed to determine the motivations behind their utilization of such a method to cultivate learner autonomy. The findings of this study indicate that instructors employed a variety of strategies to cultivate learner autonomy, including organizational autonomy support, procedural autonomy support, and cognitive autonomy support. Cognitive autonomy-supporting strategies are the most frequently employed. Improving the quality of BL programs in educational institutions in order to nurture LA is an essential implication of the study for educators, curriculum developers, and educational administrators.

Blended Learning in EFL Classrooms at a Vietnamese University from Students’ Perspectives

“…Sheerah (2020) argues the result of blended learning in EFL classes as 1) it helps improve the digital literacy skills of lecturers and students; 2) students have two knowledge transformation spaces (offline and online); 3) it promotes increased student affective values (learning motivation, responsibility, discipline, and autonomy); 4) it provides current teaching materials; and 5) students can practice communicating in English with native English speakers from different countries. Pham (2023) states that teachers also benefit from online assessments and reports since they can monitor students' learning progress regularly and conveniently with more thorough information about each individual. As a result, they can provide necessary support and scaffold students' learning.…”

Fostering Autonomous Learning in Oral English Through Role Play: An Exploration in Course Setting

“…This mirrors Henri's (1981) assertion that learners, equipped with the capacity to direct their learning behaviors, engender a more democratic language learning process. By availing conceptual tools for planning, constructing, and conducting courses tailored to meet the learners' needs, motivations, and characteristics, situated learning empowers learners to navigate and manage their learning trajectory (Pham, 2023).…”

Benefits and challenges of using LMS in blended learning: Views from EFL teachers and students at a Vietnamese public university

“…Besides, students can choose to revise the lessons shared on LMS as many times as they wish at their convenience, regardless of time and space, which is very useful for their learning pace and autonomy. Pham (2023) indicated that the combination of face-to-face and LMS learning activities enables students to become more autonomous as they have more chances to choose their time and place of learning as well as access a variety of learning materials at their own pace.…”