Teachers’ roles in enhancing learner autonomy - a case study in speaking and listening classes at felte, VNU-ULIS = Vai trò của giáo viên trong việc thúc đẩy tính tự học của sinh viên - Một nghiên cứu tình huống trong lớp học kỹ năng nghe nói tại khoa Sư phạm tiếng Anh - Đại học Ngoại ngữ, ĐHQGHN. Luận văn ThS. Khoa học giáo dục: 601401

• Main Author: Phạm, Thị Lệ Tuyết
• Other Authors: Mai, Ngọc Khôi
• Format: Theses and Dissertations
• Language: English
• Published: H. : Trường Đại học Ngoại ngữ 2019
• Subjects: Nghe hiểu; Giao tiếp; Listening; Spoken English
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/67780
• Institution: Vietnam National University, Hanoi

Teachers are highly expected to perform multiple roles in fostering learner autonomy including guide, facilitator, inspirator, cooperator, organiser, recourse supplier, and evaluator. Of all a number of responsibilities listed, their roles as inspirators and resource suppliers were nominated to be the most instrumental roles as perceived by teachers and students. Besides, students and teachers also appreciate the significance of other roles, including guiding, facilitating or organising; however, apart from the two aforementioned roles, there has been a mismatch between students’ expectations and teachers’ beliefs and practice. To be more specific, students believed that teachers, once playing the roles as evaluators and cooperators, would offer them considerable support in developing their autonomous learning. On the other hand, teachers showed little regard for these two roles. Besides, according to the results from interviews and class observations, teachers tended to occupy the roles as guides, facilitators, and organisers more frequent than inspirators and resource suppliers, the two critical roles highlighted by all the participants.