Non-majored English Students’ Learning Autonomy through Extensive Listening at a Public University

Authors

DOI:

https://doi.org/10.60087/jklst.vol3.n1.p73

Keywords:

Learning autonomy, Extensive listening, Motivation, Listening strategies, Non-majored English

Abstract

Enhancing English language proficiency, especially in listening skills, is crucial for students completing General English Courses at universities in Vietnam these days. Unfortunately, non-majored English students are often overlooked in assessments of this vital skill in their final exams, resulting in a lack of autonomy in their language learning, particularly in listening. This research explored students' perspectives on fostering autonomy through extensive listening activities, conducting a qualitative case study with 10 non-majored English students. Interviews revealed that extensive listening motivated students’ learning and improved their listening skills. However, despite these benefits, the findings highlighted a need for educators to play a more active role in designing and delivering comprehensive guidance in extensive listening strategies. This study contributed valuable insights to the ongoing discourse on optimizing learning autonomy in English language education.

 

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Published

2024-03-29

How to Cite

Thao, V. T. T. (2024). Non-majored English Students’ Learning Autonomy through Extensive Listening at a Public University. Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online), 3(1), 63-73. https://doi.org/10.60087/jklst.vol3.n1.p73

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