Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices

Self-access language learning (SALL) can promote autonomy among learners. It is a practical means for creating comfortable, personalized environments in which learners take more active part making decisions and choices their trajectories. In the domain of second (L2) listening, self-access work fulfill individual needs whose listening processes are supposed to be respected. However, countries where English taught as foreign (EFL), this not always case due traditional teacher-led large-sized classrooms test-oriented curricula. Therefore, present study was designed investigate Vietnamese students’ perceptions platform (SALP) built facilitate L2 beginners get familiar with fast delivery speech involve personal interpretations input into comprehension process. The also aimed examine whether approach cultivate autonomous listening. Qualitative data were gathered through interviews 15 non-English major university students disciplines business management, marketing, communication, public relations. They completed six-week course on online platform. findings indicate that had positive experiences SALP regarding time flexibility practicality. Despite full awareness potential benefits SALP, few them still showed resistance substitution classroom-based results reported here shed new light possibilities implementing autonomy-based virtual environment pedagogy.