University Teachers’ and Students’ Perceptions on Autonomous English Learning: A Case of a Private University in Vietnam

Abstract

Understanding teachers' perspectives on learner autonomy is essential for addressing issues related to autonomous learning, as these perspectives heavily influence instructional approaches and consequently impact the learning experiences of students. With regard to students' perceptions of their English language learning, they are not solely dependent on the teacher; instead, they take ownership of the decisions guiding their own learning process. To promote learner autonomy effectively, educators must simultaneously confront their own apprehensions about relinquishing some control over the classroom environment and improve their communication skills with students. The paper used mixed-method which combined between quantitative and qualitative methods to analyze how the teachers’ and students’ perspectives on autonomous English learning through their teaching and learning styles. The paper surveyed 1000 students and 40 English teachers, all of whom participated voluntarily in the survey. The study aims to assess the specific objectives (1) the level of learner autonomy among a private university (2) the perceptions of English teachers regarding learner autonomy (3) the perceptions of English-majored students regarding learner autonomy (4) the strategies and methods employed in promoting learner autonomy. The findings suggested that the students should enhance their self-directed learning and take more responsibility for their own learning to meet the program's learning outcomes and increase the teachers’ satisfaction.