EFFECTIVENESS OF STUDENT TEACHER AUTONOMY IN “TUTORING PROGRAM 2010” PERCEIVED BY THE 4TH-YEAR FAST -TRACK TESOL STUDENTS, ULIS, VNU

• Main Author: Pham, Hoai Thu
• Other Authors: Vu, Tuong Vy
• Format: Final Year Project
• Language: English
• Published: 2020
• Subjects: Ngôn ngữ Tiếng Anh; Phương pháp giảng dạy
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/100493
• Institution: Vietnam National University, Hanoi

Along with learner autonomy, the notion of teacher autonomy has long been researched in the world. It is perceived as not only the freedom and capacity of control to one’s own teaching but also the responsibility to motivate learners’ autonomous learning and improve professional development. However, in Vietnam, this research area has not been taken moderate notice of. As one of the first attempts to fulfill research gap on the subject, this paper aims at shedding a light on the effectiveness of student teacher autonomy in conducting a tutorial in “Tutoring program 2010” perceived by the 4th-year TESOL students in fast-track group, FELTE, ULIS, VNU by seeking answers to four research questions related to aspects of autonomy shown, effectiveness of autonomy to tutees and student teachers, influential factors and recommended solutions.