Luận Văn Thạc Sĩ Learner Autonomy Promoting Strategies In English Teaching And Learning

Learner Autonomy Promoting Strategies In English Teaching And Learning: Perceptions Of Teachers And Students At Ho Chi Minh City University Of Science​

Due to its being a meaningful and developmental construct, learner autonomy has been pushing stakeholders into the search for different practices to nurture it. LA promotion does not only take place in the methods or strategies but also involves the instructors and the learners who use them. Furthermore, learners’ desirability for autonomy supporting strategies employed by teachers arouses curiosity. Whether what teachers do in and out of the classroom to promote LA matches with what students want? What factors cause such mismatches? The current study seeks to find the answers for the mismatches between non-English majored students’ desirability and English lecturers’ practice of 54 learner autonomy supporting strategies and the causes for those mismatches. In order to do so, this study employs a sequential mixed-methods design: surveys for 37 lecturers and 204 students for quantitiative data garthering, followed by semi-structured interviews to obtained qualitative data from three lecturers at a university in Ho chi minh City.

• Luận văn thạc sĩ ngữ văn
• Chuyên ngành Ngôn ngữ Anh
• Người hướng dẫn: TS. Đặng Tấn Tín
• Tác giả: Trương Diệp Thanh An
• Số trang: 184
  
• File PDF-TRUE
• Ngôn ngữ: Tiếng Anh
• Đại học Khoa học Xã hội và Nhân văn - Đại học Quốc gia TP. HCM 2019

Link Download
https://drive.google.com/file/d/1LyIJKjSkzzFYDY7d3ivSkn8oIjsRtweH
https://drive.google.com/drive/folders/1yLBzZ1rSQoNjmWeJTM6cEZ3WGQHg04L1