Learner Autonomy in EFL Studies in Vietnam: A Discussion from Sociocultural Perspective

Dang Tan Tin

114 citations0/0 files storedEnglish Language Teaching

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EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods English Language Learning and Teaching

Abstract

Learner autonomy has been identified as a complicated capacity that potentially has a great impact on personal growth and achievement. Different mediated attributes associated with situational, psychological, cultural and political aspects of this construct have been developed and examined to facilitate the promotion of this educational goal. Taking this into account, this paper adopts socio-cultural perspective to localize the situation of EFL learning in higher education in Vietnam. Personal reflections and part of the data generated from a large-scale project are extracted to illustrate a dilemma of the context where learner autonomy can be either fostered or hindered deliberately within various community constraints. The paper finishes with a discussion on the implementation of local learner autonomy promoting practices and puts forward some directions for further research.

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References

1994Situated Learning: Legitimate Peripheral Participation.1999Communities of practice learning, meaning, and identity 2002Cultivating Communities of Practice: A Guide to Managing Knowledge 2002Cultivating Communities of Practice: A Guide to Managing Knowledge 2013Sociocultural Theory and Second Language Learning 1988The Morality of Freedom 2006The Study of Second Language Acquisition 2006Sociocultural Theory and the Genesis of Second Language Development

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2019Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives 2013Helping Vietnamese university learners to become more autonomous 2014Factors Affecting English Language Teaching and Learning in Higher Education 2011EMERGING TECHNOLOGIES AUTONOMOUS LANGUAGE LEARNING 2014LEARNER AUTONOMY IN LANGUAGE LEARNING: TEACHERS' BELIEFS 2017Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

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