Vietnamese high school teachers' beliefs about promoting EFL learner autonomy in writing skills development
Truong Minh Hoa
Ho Chi Minh City Open University, Vietnam
Nguyen Thi Phuc Trinh
Phuoc Kien High School, Vietnam
Given that Vietnamese high school students continue to be passive knowledge receivers in their learning of writing although learner autonomy can make these students more active and independent writers, this qualitative study was conducted to explore six EFL teachers' beliefs about the necessity and viability of developing learner autonomy in writing classrooms at one public high school in Vietnam. Results from seven interview questions showed that all the teachers recognised the necessity of building up learner autonomy in EFL writing learning, and appreciated the potential contribution of learner autonomy to writing skills development. However, only half of the teachers saw positively the viability of promoting writing autonomy, while the other half was sceptical about its feasibility. The teachers elucidated the advantages and barriers in fostering learner autonomy in EFL writing learning pertaining to teachers' roles, learners' responsibilities, and school environment. Based upon the findings, recommendations are made for teachers to promote learner autonomy in writing skills development.
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|Authors: Truong Minh Hoa (corresponding author) earned his BA degree in English Language in 2013, and MA degree in TESOL in 2016 from Ho Chi Minh City Open University, Vietnam. Currently, he is a PhD student of English Language Studies. His research interests include learner autonomy, writing instruction, and testing and assessment.|
Nguyen Thi Phuc Trinh has been working as a full time EFL teacher at Phuoc Kien High School, Vietnam, for about 7 years. She earned an MA degree in TESOL from Ho Chi Minh City Open University in 2019. Her research focuses on learner autonomy and EFL learning and teaching.
Please cite as: Truong, M. H. & Nguyen, T. P. T. (2023). Vietnamese high school teachers' beliefs about promoting EFL learner autonomy in writing skills development. Issues in Educational Research, 33(2), 798-820. http://www.iier.org.au/iier33/truong.pdf