READINESS FOR AUTONOMOUS LEARNING OF FRESHMEN IN A BACHELOR OF ENGLISH LANGUAGE PROGRAMME

Abstract

This research aims at examining the extent to which first-year students in a Bachelor in English Language Programme in Vietnam are ready for autonomy learning. With the quantitative approach and the adapted Nguyen and Habok’s Learner Autonomy Perception Questionnaire by Nguyen and Habok (2021), 180 freshmen in the programme were asked to make their choice against a range of statements related to beliefs about teacher’s and learner’s roles, students’ motivation and desire in studying foreign language. After that, one-sample T-test was run and the result showed that the participants demonstrated quite a good level of readiness to be autonomous learners. Among the four investigated aspects, students’ beliefs of teachers’ roles can be said to potentially create restrictions to their initiative-taking in their learning. The participants appeared to have sufficient knowledge of their selves as language learners, which plays an essential role in fostering their self-study ability.