Contrastive Analysis of Vietnamese Teachers’ and Learners’ Perceptions towards Autonomous Language Learning

• Main Author: Van Vu, Tuan
• Format: Online
• Language: English
• Published: HEPNET-UPatras 2021
• Subjects: Educational Sciences; Educational Sciences, Teacher Education, University, Students.; Διδακτορικές σπουδές; EUA-CDE; Ε.Χ.Α.Ε.; Αρχές του Σάλτσμπουργκ; Doctoral studies, EUA-CDE, EHEA, Salzburg Principles; Πολιτικές Επιστήμες; Τέχνη; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; Moscow State University of International Relations (MGIMO), the Greek Language Section, teaching of the Greek language, diplomat, future employment; University; European education policies; quality assurance; accreditation; policy transfer; Πανεπιστήμιο; Ευρωπαϊκές Εκπαιδευτικές Πολιτικές; Διασφάλιση Ποιότητας; Πιστοποίηση; Μεταφορά Πολιτικής; Educational Sciences,; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Higher Education, Democracy, Citizenship; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Έρευνα, Ερμηνεία; Ομάδα; Εκπαιδευτική Πολιτική; Research; Hermeneutics; Research Team; Educational Policy; Recherche; Herméneutique; Groupe de recherche; Politique de l’Éducation; Academics of 19th century, memoirs, university of 19th century, Ragkavis, Pilikas, Saripolos; Επιστήμες της Εκπαίδευσης; Φοιτητική συμμετοχή, Φοιτητικές εκλογές, Αποστολή δημόσιου πανεπιστημίου, Πανεπιστήμιο.; Student engagement, Student participation, Public mission, University; social inequalities, higher education; University Governance; Democracy; Efficiency; Participation, Students; education; Université; Gouvernance Universitaire; Démocratie; Efficacité; Participation; Étudiants; Modern Greek studies, Byzantine studies, Greek as a foreign language, linguodidactics, linguistic continuity.; Educational Sciences, Sociology, Political Sciences, History,; Teacher Training; Training System; Didactics; Pedagogy; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Lifelong Learning, Greek Higher Education Institutions, Non-formal learning; Deliberative democracy, deliberation, civic education; pedagogy; Educational Sciences, Medicine; University, Degree, History; Greece, University, Selection Process, Europeanisation, Access Policy; ανεπιστήμιο, Ευρωπαϊκές Εκπαιδευτικές Πολιτικές, Διασφάλιση Ποιότητας, Πιστοποίηση, Μεταφορά Πολιτικής; Distance learning, educator, academic staff, academic, communication, support; Quality, culture, quality culture, quality assurance, educational principles; Information and Communication Technologies (ICT), Health, Students, University, Health Education and health promotion; Relationship with knowledge; case study; university students; Upbringing University, Higher Education, Foster Program, Quality Assurance System; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Study choice, Social mobility, Inequalities in Education, Higher Education, Educational capital; Impact, university teaching, creativity, students, city of Kinshasa.; Vocational Education and Training (VET); Skills; Centers of Vocational Excellence; Innovation; VET School Networks; Public-Private Partnerships; History of Higher Education; Contrastive analysis; learner autonomy; autonomous language learning; accountability; practical pedagogical approaches; Citizenship, higher education, post-truth democracy, trust, communicative action.; Service-learning, character, social care, communicative, responsibility; Brazil Higher Education; Students’ academic performance, statistics teaching, online education; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Staff Development, Teaching and Learning, Higher Education Institutions, Teachers, Perceptions; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Educational sciences research – teacher training – effective practices – partnership – research place; Eπικύρωση; αναγνώριση; μη-τυπική μάθηση; άτυπη μάθηση; μάθηση μέσω της εργασιακής εμπειρίας; Validation; recognition; non-formal learning; informal learning; work-based learning; First-year students, relation with the knowledge, university system; Virtual reality (VR), VR usage, Learning performance, Indirect effect, Moderated mediator; Greek language, Lomonosov Moscow University, Byzantine and Modern Greek Philology; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; Unemployment among graduates of universities, Academic Qualification, The fourth industrial revolution, Knowledge economy, Entrepreneurship and innovation; Higher education in Brazil; Universities; Policies of democratization; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; John Henry Newman,“Idea of a University”, liberal education, science; Academics; Διεθνοποίηση; ανώτατη εκπαίδευση; πρόγραμμα σπουδών; παγκόσμια πολιτειότητα; Ιnternationalisation, higher education, curriculum, global citizenship; Attachment, institutes, institutional elements, researchers, Vietnam higher education institutions; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Academic Performance, Predictor, Rating, Regression Model, Unified State Exam; Democratic indicators, university, Text Network analysis; Modern Greek studies, Greek language teaching, Literature teaching; Tertiary in distance education; teachers' professional development; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie; Vocational education and training (VET), Skills, Lifelong learning, Education and training policy, future of VET, Competence, National qualifications framework; Citizenship, higher education, Welfare State, philanthropy, democracy; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Educational Sciences, Sociology; Teachers, profession, schools; Higher education, Access, Governance, Gender, Guidance Policy; Social Dimension, Higher Education, Bologna Process; Higher education, "Idea of the University", pedagogical role, Multiuniversity, general education system; Relationship to knowledge. Historical foundations. Epistemological status; Agenda 2030, European Union, Professionals, Right to Education and Training; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; university, society, market, democratic reformation; Εκπαίδευση; Στρατηγική Διοίκηση; Ελληνικά Πανεπιστήμια; Καινοτόμες Αλλαγές; Strategic Management; Higher Education; Management of Change; Higher education, tertiary education, graduate tax, skills, student fees, students loans; Political Sciences; Epistemology; Electronic Search Skills, postgraduate Students, University of Hail.; Students, Department of Primary Education, student needs, educational support, psychological support, vocational orientation support, social dimension, EHEA.; Research; University; Research Organization; Innovation; Model.; Higher Military Educational Institutions (ASEI) - ASEI Law- National Defence University- ASEI’s Evaluation.; “Rapport au savoir”, identity, future teacher education; Higher Education; Student Loans; Incentives; Information Asymmetry; Tax Optimization; Interdisciplinarity, Higher Education Policy, Master Programmes, European Union; Διεπιστημονικότητα, Πολιτική Ανώτατης Εκπαίδευσης, Μεταπτυχιακά Προγράμματα Σπουδών, Ευρωπαϊκή Ένωση; Teacher education, reflective writing, professional development, professional knowledge; Στρατηγικός σχεδιασμός; ανώτατη εκπαίδευση; εθνική στρατηγική; στρατηγική ιδρύματος; στρατηγική προγράμματος σπουδών; Strategic planning; higher education; national strategy; strategy at institutional level; strategic planning of the curriculum; Editorial; Council of Europe, Roma minority, Higher Education, University; Modern Greek studies, Strasbourg, Education. Research; Adolescence; Higher Education; Biographical Identity; Transition Narratives; Εφηβεία; Ανώτατη Εκπαίδευση; Βιογραφική Ταυτότητα; Αφηγήσεις Μετάβασης; Postgraduate education, country attractiveness, AHP; Education; Higher Education; University. Brazil

The most desirable goal in tertiary education is training students to become autonomous learners to pursue life-long learning. This study investigated teachers’ and students’ perceptions about autonomous English language learning. The participants were selected from 2 national universities, and 1 regional university during the 1st semester of the school year 2020-2021. Particularly, 370 teacher participants out of 5,000, together with 392 student respondents out of 20,000 were chosen by the judgmental sampling technique using Slovin’s formula (CL=±5%). Questionnaires were administered to 762 participants via their email addresses embedded with the active link of Google form and handouts. The questionnaires adapted from Ustunluoglu (2009) with the piloted Cronchbatch’s alpha liability ranged 0.9 α≥0.8 included 3 contrastive sections such as responsibilities, abilities, and activities. Descriptive frequencies and mean were employed to differentiate the standpoints of respondents in terms of learner autonomy. The results reveal that students surrendered their responsibilities to their teachers’ roles while teachers considered themselves as dominant figures who were responsible for students in learner autonomy. Furthermore, teachers and students mostly agreed that students had the ability to do well in autonomous language learning if given the chance. The finding shows a mismatch with teachers claiming that their students participated in autonomous learning activities at a moderate extent whereas students remarked they highly took part in them. It is necessary to transform teachers’ responsibilities to students’ accountability. Besides, the adjustment of curriculum and practical pedagogical approaches should be applied, and the encouragement for students to use authentic learning materials or communicate with foreigners in English should be promoted.