Learner Autonomy, Motivation and English Speaking Proficiency: A Study Among English Foreign Language Univerity Students in Nghe An

Abstract

It is well acknowledged that autonomy and motivation have significant effects on language acquisition performance. Despite considerable work on motivation and autonomy in language learning, the relationship between learners' autonomy, motivation, and English speaking proficiency has not been sufficiently investigated. This article aims to explore the link between learners' autonomy, motivation, and English speaking proficiency. 200 English Foreign Language university students at Vinh university were given questionnaires to assess their autonomy and motivation in developing speaking abilities. The association between learners' autonomy, motivation, and their English speaking proficiency was determined by comparing this data to the speaking proficiency test scores. The analysis of the acquired findings revealed that learners with lower speaking grades reported being less independent than those with better English speaking proficiency. Similarly, the results indicated a correlation between learners' speaking grades and motivation levels. Some pedagogical implications thus should entail modifications to the language instruction curriculum to facilitate the development of learner autonomy and motivation.

Indonesian EFL Learners’ Motivation and Autonomy

“…It is undeniable that motivation shows a major role in learning English. Many researchers have examined that motivation is one of the aspects determining the success of second or foreign language learning (Bravo et al, 2017;Dörnyei, 1998Dörnyei, , 2018Teng, 2019;Nguyen & Nguyen, 2023). Motivation is also a major contributor to language achievement (Noels et al, 2000).…”

“…Many research findings confirm that motivation correlates with students' achievement or academic performances (Syafrizal et al, 2020;Alhadi & Saputra, 2017;Nasihah & Cahyono, 2017;Pajares, 2003;Salikin et al, 2017;Xia & Zhenghou, 2015). Further, research investigating the link between motivation and learner autonomy has been conducted by many scholars in second or foreign language learning (Nguyen &Nguyen, 2023;Bravo et al, 2017;Chan et al, 2009;Dickinson, 1995;Jianfeng et al, 2018;Liu, 2015;Spratt et al, 2002;Wang & Ryan, 2020).…”