This study scrutinizes the viewpoints of Vietnamese students studying English as a Foreign Language (EFL) regarding determinants impacting their autonomy in language acquisition. Data was amassed from 117 EFL learners attending university Vietnam by using survey-based methodology. The survey instrument, comprising Likert-type items, predicated on well-established conceptual frameworks derived a...

Although there were a massive increasing number of online English learners, not much research has clarified the assumed relationships between language learning effort and learner autonomy in context distance higher education. This paper aims to investigate compare EFL learners’ levels foreign perceptions Data was collected from 220 freshmen students taking an course studying various disciplines...

Background Learners in Massive Open Online Courses (MOOCs) are presented with great autonomy over their learning process. must engage self-regulated (SRL) to handle this autonomy. It is assumed that learners' SRL, through monitoring and control, influences behaviour within the MOOC environment (e.g., watching videos). The exact relationship between SRL learner has however not been investigated....

The salient, and often ignored, role that out-of-class learning plays in second/foreign language (L2) learners’ development is overshadowed by classroom research. The main aim of this study is to problematize the role of out-of-class learning in the specific English-as-Foreign-Language (EFL) context of Iran by examination of the ways in which four learners attempted to revamp their English lang...

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It is well acknowledged that autonomy and motivation have significant effects on language acquisition performance. Despite considerable work in learning, the relationship between learners' autonomy, motivation, English speaking proficiency has not been sufficiently investigated. This article aims to explore link proficiency. 200 Foreign Language university students at Vinh were given questionna...

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups.  Over a 16-week semester, the control group students (n = 21) were taught ba...