Student’s name: Do Thi Ngoc Mai

Supervisor’s name: Phan Thi Tuyet Nga

Course: 2014-2018

Abstract

The purpose of this study was to explore the perceptions of the English as Foreign Language (EFL) students as regards learner autonomy in language learning at a university in Vietnam. To achieve this, the EFL students’ overall perceptions of learner autonomy and their expectations of their teachers’ orientation of promoting learner autonomy were investigated. This study employed quantitative research methods to investigate the beliefs of 100 EFL students from freshmen to fourth year students. The quantitative data was collected through questionnaires. The statistical analyses revealed that EFL students had positive attitude regards to learner autonomy. In addition, students highly appreciated the positive effect of learner autonomy in the outcomes of their study. Moreover, they viewed their role as an important factor in autonomous learning. Nevertheless, although EFL students were positive regarding learner autonomy, it seems that they were lack of proper and effective methods for their autonomous learning. Some students wanted to have their teachers’ orientation in the field of self-study materials, self-evaluation, using technology and the Internet. Especially, participants held a strong belief that their teachers should give the introduction of the concept of learner autonomy and its benefits to students right from the first year.