EFL students’ attitudes towards learner autonomy in English vocabulary learning
DOI:
https://doi.org/10.12928/eltej.v3i2.2361Keywords:
Attitude, English major, English vocabulary learning, higher institution, learner autonomyAbstract
Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners’ vocabulary. This study endeavored to explore students’ attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.References
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Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (pp. 289-308). New York: Mcgraw Hill.
Boers, F., & Lindstromberg, S. (2008). How cognitive linguistics can foster effective vocabulary teaching in F. Boers & S. Lindstromberg (Eds.), Applications of cognitive linguistics: Cognitive linguistic Approaches to teaching vocabulary and phraseology (pp.1-61). Berlin: Mouton de Gruyter.
Chan, V. (2001). Learning Autonomously: The learners' perspectives. Journal of Further and Higher Education, 25(3), 285-300. DOI: 10.1080/03098770120077649
Chen, H. L., & Pan, H. H. (2015). Learner autonomy and the use of language learning strategies in a Taiwanese Junior High School. Journal of Studies in Education, 5(1), 52-64. DOI: 10.5296/jse.v5i1.6972
Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Orlando, FL, US: Harcourt Brace Jovanovich College Publishers.
Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge, UK: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23, 165-174. DOI: 10.1016/0346-251x(95)00005-5
Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
Duong, T. M. (2015). A Portfolio-Based learner autonomy development model in an EFL writing course (Doctoral dissertation). Thailand: Suranaree University of Technology.
Duong, T. M., & Nguyen, T. T. T. (2018). The role of learner autonomy in language education. Proceedings of the International Conference on Language Teaching and Learning Today 2018, held at Ho Chi Minh City University of Technology and Education. HCMC: UTE.
Duong, T. M., & Seepho, S. (2013). EFL teachers’ perceptions of promoting learner autonomy in a Thai EFL context. Paper presented at CULI’s International seminar 2013, Bangkok, Thailand. Retrieved from http://www.culi.chula.ac.th.
Duong, T. M., & Seepho, S. (2014). Promoting learner autonomy: A qualitative study on EFL teachers’ perceptions and their teaching practices. Proceedings of the International Conference: DRAL 2 / ILA 2014, held at King Mongkut’s Institute of Technology Thonburi, Bangkok, Thailand (pp. 129-137). Bangkok: KMITT.
Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.
Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-Royal, 1(2), 84-91
Gremmo, M-J. & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: the history of an idea. System, 23(2), 151-164. DOI: 10.1016/0346-251x(95)00002-2
Gu, Y. Q., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-679. DOI: 10.1111/j.1467-1770.1996.tb01355.x
Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon.
Joshi, K. R. (2011). Learner perceptions and teacher beliefs about learner autonomy in language learning. Journal of NELTA, 16, 13-29.
Kara, A. (2009). The effect of a ‘learning theories’ unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113. DOI: 10.14221/ajte.2009v34n3.5
Le, X. Q. (2013). Fostering Learner Autonomy in Language Learning in Tertiary Education: An intervention study of university students in Hochiminh city, Vietnam. Ph.D. thesis, Nottingham University.
Lewis, M. (1993). The lexical approach. Hove, UK: Language Teaching Publications.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Littlewood, W. (1996). Autonomy: An anatomy and a framework. System, 24(4), 427-435. DOI: 10.1016/s0346-251x(96)00039-5
Luu, T. T. (2011). An Empirical research on self-learning vocabulary. Theory and Practice in Language Studies. 1(2), 1688-1695. DOI: 10.4304/tpls.1.12.1688-1695
Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.
McDevitt, B. (1997). Learner autonomy and the need for learner training. Language Learning Journal, 16, 34-39. DOI: 10.1080/09571739785200251
Mohamadpour, P. (2013). Realization of autonomy and English language proficiency among Iranian high school students. Theory and Practice in Language Studies, 3(7), 1187-1193. DOI: 10.4304/tpls.3.7.1187-1193
Nada, J. A. (2015) Investigating EFl learner' attitudes towards using information technology. Eugene, Oregon: International Society for technology in Education.
Nation, P. (2001). Learning vocabulary in another language. New York: Cambridge University Press.
Nguyen, N.T. (2013). The Effects of Semantic Mapping on Vocabulary Memorizing. Proceedings of the 3rd International Conference on Foreign Language Learning and Teaching, Bangkok, Thailand.
Nguyen, N. T. (2014). Learner autonomy in language learning: Teachers' beliefs (Unpublished doctoral thesis). Queensland University of Technology.
Qui. S & Li. Q. (2006). A survey on English majors attitudes towards learner autonomy. Celea Journal, 29 (5), 66-74.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge, England: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education, 2nd ed. (pp. 102-119). New York: Macmillan.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, England: Palgrave Macmillan.
Sedighi, E., & Tamjid, N. H. (2016). The relationship between Iranian EFL learners’ autonomy and their vocabulary learning strategies with a focus on gender. The Journal of Applied Linguistics, 9 (18), 183-196.
Tran, T. N.P., & Tran, T. Q. (2017). Attitudes towards the Learning of culture in English language learning among Vietnamese high school students. Proceedings of the Third International TESOL Conference Promoting ELT: Diverse Perspectives and New Horizons at Ho Chi Minh City University of Education (pp.233-246). Ho Chi Minh City: Ho Chi Minh City University of Education Publishing House.
Tran. T. Q., (2018). The roles of technology in promoting English-majored students’ learner autonomy: A Critical Look at HUTECH Context. Proceedings of Conference on Technology and Science 2018 at Ho Chi Minh City University of Technology (pp.344-348). Ho Chi Minh City: Science and Technology Publishing House.
Tran, T. Q., & Duong, T. M., (2018). EFL learners' perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences, 39(1),1-6. DOI: 10.1016/j.kjss.2018.02.009
Tran, T. Q., & Seepho, S. (2016). EFL learners’ attitudes toward intercultural communicative language teaching and their intercultural communicative competence development. Journal of English Studies, 11, 1-40.
Tran. T. Q., & Nguyen, T. G. (2017). The Use of English Vocabulary Learning Strategies among Vietnamese High School Students. Proceedings of the Third International TESOL Conference Promoting ELT: Diverse Perspectives and New Horizons at Ho Chi Minh City University of Education (pp.223-232). Ho Chi Minh City: Ho Chi Minh City University of Education Publishing House.
Tran. T. Q., & Vo. D. Q. (2019). Tertiary English majors' perceptions of the importance of learner autonomy and autonomous language learning strategy use. Proceedings of the International conference: Autonomy and motivation for language learning in the interconnected world at Ho Chi Minh City University of Technology and Education (pp.102-113). Ho Chi Minh City: Vietnam National University – Ho Chi Minh Press.
Tran T. Q., Duong, T. M., & Huynh, N. T. T. (2019). Attitudes toward the use of TELL tools in English language learning among Vietnamese tertiary English majors. VNU Journal of Social Sciences and Humanities, 5(5), 581-594. DOI: http://dx.doi.org/10.1172/vjossh.v5i5.498
Vanijdee, A. (2003). Thai distance English learners and learner autonomy. Open Learning, 18(1), 75-84.
Willis, D. (1990). The lexical syllabus: A new approach to language teaching. London: Collins ELT.
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (pp. 289-308). New York: Mcgraw Hill.
Boers, F., & Lindstromberg, S. (2008). How cognitive linguistics can foster effective vocabulary teaching in F. Boers & S. Lindstromberg (Eds.), Applications of cognitive linguistics: Cognitive linguistic Approaches to teaching vocabulary and phraseology (pp.1-61). Berlin: Mouton de Gruyter.
Chan, V. (2001). Learning Autonomously: The learners' perspectives. Journal of Further and Higher Education, 25(3), 285-300. DOI: 10.1080/03098770120077649
Chen, H. L., & Pan, H. H. (2015). Learner autonomy and the use of language learning strategies in a Taiwanese Junior High School. Journal of Studies in Education, 5(1), 52-64. DOI: 10.5296/jse.v5i1.6972
Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Orlando, FL, US: Harcourt Brace Jovanovich College Publishers.
Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge, UK: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23, 165-174. DOI: 10.1016/0346-251x(95)00005-5
Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
Duong, T. M. (2015). A Portfolio-Based learner autonomy development model in an EFL writing course (Doctoral dissertation). Thailand: Suranaree University of Technology.
Duong, T. M., & Nguyen, T. T. T. (2018). The role of learner autonomy in language education. Proceedings of the International Conference on Language Teaching and Learning Today 2018, held at Ho Chi Minh City University of Technology and Education. HCMC: UTE.
Duong, T. M., & Seepho, S. (2013). EFL teachers’ perceptions of promoting learner autonomy in a Thai EFL context. Paper presented at CULI’s International seminar 2013, Bangkok, Thailand. Retrieved from http://www.culi.chula.ac.th.
Duong, T. M., & Seepho, S. (2014). Promoting learner autonomy: A qualitative study on EFL teachers’ perceptions and their teaching practices. Proceedings of the International Conference: DRAL 2 / ILA 2014, held at King Mongkut’s Institute of Technology Thonburi, Bangkok, Thailand (pp. 129-137). Bangkok: KMITT.
Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.
Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-Royal, 1(2), 84-91
Gremmo, M-J. & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: the history of an idea. System, 23(2), 151-164. DOI: 10.1016/0346-251x(95)00002-2
Gu, Y. Q., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-679. DOI: 10.1111/j.1467-1770.1996.tb01355.x
Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon.
Joshi, K. R. (2011). Learner perceptions and teacher beliefs about learner autonomy in language learning. Journal of NELTA, 16, 13-29.
Kara, A. (2009). The effect of a ‘learning theories’ unit on students’ attitudes towards learning. Australian Journal of Teacher Education, 34(3), 100-113. DOI: 10.14221/ajte.2009v34n3.5
Le, X. Q. (2013). Fostering Learner Autonomy in Language Learning in Tertiary Education: An intervention study of university students in Hochiminh city, Vietnam. Ph.D. thesis, Nottingham University.
Lewis, M. (1993). The lexical approach. Hove, UK: Language Teaching Publications.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Littlewood, W. (1996). Autonomy: An anatomy and a framework. System, 24(4), 427-435. DOI: 10.1016/s0346-251x(96)00039-5
Luu, T. T. (2011). An Empirical research on self-learning vocabulary. Theory and Practice in Language Studies. 1(2), 1688-1695. DOI: 10.4304/tpls.1.12.1688-1695
Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.
McDevitt, B. (1997). Learner autonomy and the need for learner training. Language Learning Journal, 16, 34-39. DOI: 10.1080/09571739785200251
Mohamadpour, P. (2013). Realization of autonomy and English language proficiency among Iranian high school students. Theory and Practice in Language Studies, 3(7), 1187-1193. DOI: 10.4304/tpls.3.7.1187-1193
Nada, J. A. (2015) Investigating EFl learner' attitudes towards using information technology. Eugene, Oregon: International Society for technology in Education.
Nation, P. (2001). Learning vocabulary in another language. New York: Cambridge University Press.
Nguyen, N.T. (2013). The Effects of Semantic Mapping on Vocabulary Memorizing. Proceedings of the 3rd International Conference on Foreign Language Learning and Teaching, Bangkok, Thailand.
Nguyen, N. T. (2014). Learner autonomy in language learning: Teachers' beliefs (Unpublished doctoral thesis). Queensland University of Technology.
Qui. S & Li. Q. (2006). A survey on English majors attitudes towards learner autonomy. Celea Journal, 29 (5), 66-74.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge, England: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education, 2nd ed. (pp. 102-119). New York: Macmillan.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke, England: Palgrave Macmillan.
Sedighi, E., & Tamjid, N. H. (2016). The relationship between Iranian EFL learners’ autonomy and their vocabulary learning strategies with a focus on gender. The Journal of Applied Linguistics, 9 (18), 183-196.
Tran, T. N.P., & Tran, T. Q. (2017). Attitudes towards the Learning of culture in English language learning among Vietnamese high school students. Proceedings of the Third International TESOL Conference Promoting ELT: Diverse Perspectives and New Horizons at Ho Chi Minh City University of Education (pp.233-246). Ho Chi Minh City: Ho Chi Minh City University of Education Publishing House.
Tran. T. Q., (2018). The roles of technology in promoting English-majored students’ learner autonomy: A Critical Look at HUTECH Context. Proceedings of Conference on Technology and Science 2018 at Ho Chi Minh City University of Technology (pp.344-348). Ho Chi Minh City: Science and Technology Publishing House.
Tran, T. Q., & Duong, T. M., (2018). EFL learners' perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences, 39(1),1-6. DOI: 10.1016/j.kjss.2018.02.009
Tran, T. Q., & Seepho, S. (2016). EFL learners’ attitudes toward intercultural communicative language teaching and their intercultural communicative competence development. Journal of English Studies, 11, 1-40.
Tran. T. Q., & Nguyen, T. G. (2017). The Use of English Vocabulary Learning Strategies among Vietnamese High School Students. Proceedings of the Third International TESOL Conference Promoting ELT: Diverse Perspectives and New Horizons at Ho Chi Minh City University of Education (pp.223-232). Ho Chi Minh City: Ho Chi Minh City University of Education Publishing House.
Tran. T. Q., & Vo. D. Q. (2019). Tertiary English majors' perceptions of the importance of learner autonomy and autonomous language learning strategy use. Proceedings of the International conference: Autonomy and motivation for language learning in the interconnected world at Ho Chi Minh City University of Technology and Education (pp.102-113). Ho Chi Minh City: Vietnam National University – Ho Chi Minh Press.
Tran T. Q., Duong, T. M., & Huynh, N. T. T. (2019). Attitudes toward the use of TELL tools in English language learning among Vietnamese tertiary English majors. VNU Journal of Social Sciences and Humanities, 5(5), 581-594. DOI: http://dx.doi.org/10.1172/vjossh.v5i5.498
Vanijdee, A. (2003). Thai distance English learners and learner autonomy. Open Learning, 18(1), 75-84.
Willis, D. (1990). The lexical syllabus: A new approach to language teaching. London: Collins ELT.
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2020-09-01
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Tran, T. Q. (2020). EFL students’ attitudes towards learner autonomy in English vocabulary learning. English Language Teaching Educational Journal, 3(2), 86–94. https://doi.org/10.12928/eltej.v3i2.2361
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