NIỀM TIN CỦA GIÁO SINH CHUYÊN NGÀNH GIẢNG DẠY TIẾNG ANH VÀO SỰ PHÁT TRIỂN NĂNG LỰC TỰ CHỦ TRONG VIỆC HỌC TIẾNG ANH CHO NGƯỜI HỌC

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Tác giả: Hải Tiến Hồ, Văn Tuyên Lê, Kim Hồng Trần

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2023

Mô tả vật lý: tr.51 - 58

Bộ sưu tập: Metadata

ID: 339784

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Learner autonomy plays a vitally important role in supporting learners in language acquisition. Understanding beliefs of in-service and pre-service language teachers about learner autonomy is necessary. The current study, therefore, aims to investigate undergraduate pre-service EFL teachers’ beliefs about learner autonomy development in EFL learning. The study was conducted at Ho Chi Minh City of Technology (HUTECH University) with the participation of 84 undergraduate pre-service EFL students (PETs). Both quantitative and qualitative data were collected through the employment of the questionnaire and interview
for data analysis, “descriptive statistics” and “content analysis” were employed. The findings of the study revealed that except neutral beliefs about several aspects related to the nature of learner autonomy and challenges in learner autonomy development, the PETs held positive beliefs that EFL teachers must have different roles and responsibilities, and employ different strategies to develop learner autonomy for EFL learners. Particularly, the PETs also believed that “it is quite desirable and feasible for EFL learners’ involvement in decision-making and ability to develop learner autonomy”. Based on the findings, pedagogical implications are made for both EFL teacher educators and pre-service EFL students to develop learner autonomy in EFL learning.Năng lực tự chủ của người học đóng vai trò cực kỳ quan trọng trong việc hỗ trợ người học thụ đắc ngôn ngữ. Hiểu biết về niềm tin của giáo viên và giáo sinh chuyên ngành ngôn ngữ về sự tự chủ của người học là cần thiết. Do đó, nghiên cứu này nhằm tìm hiểu niềm tin của các giáo sinh chuyên ngành giảng dạy tiếng Anh về phát triển năng lực tự chủ của người học trong việc học tiếng Anh. Nghiên cứu được thực hiện tại trường Đại học Công nghệ TP.HCM với sự tham gia của 84 giáo sinh. Dữ liệu định lượng và định tính được thu thập qua bảng câu hỏi và phỏng vấn
dữ liệu được phân tích thông qua việc sử dụng “thống kê mô tả” và “phân tích nội dung”. Kết quả nghiên cứu cho thấy ngoại trừ niềm tin ở mức trung lập về một số khía cạnh liên quan đến bản chất tính tự chủ của người học và những thách thức trong quá trình phát triển sự tự chủ của người học, các giáo sinh có niềm tin tích cực rằng giáo viên tiếng Anh có các vai trò và trách nhiệm khác nhau trong việc phát triển năng lực tự chủ cho người học. Họ tin rằng để thúc đẩy sự tự chủ của người học, giáo viên phải sử dụng các chiến lược khác nhau. Đặc biệt, nghiên cứu cũng chỉ ra các giáo sinh có niềm tin rằng “sự tham gia của người học tiếng Anh như một ngoại ngữ vào việc ra quyết định và khả năng phát triển năng lực tự chủ trong học tập là điều hoàn toàn cần thiết và khả thi”. Dựa trên những phát hiện này, các khuyến nghị sư phạm được đưa ra cho cả giảng viên đào tạo giáo viên và giáo sinh chuyên ngành tiếng Anh trong việc phát triển năng lực tự chủ của người học tiếng Anh.

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