Speaker
Description
In the context of rapid digital transformation in Vietnamese higher education, technology has become increasingly embedded in English language teaching and learning. However, empirical evidence regarding its impact on learner autonomy remains limited. This study investigates the relationship between digital transformation and learner autonomy in English language learning among university students in Vietnam. Drawing on the Technology Acceptance Model and theories of learner autonomy, the research examines how perceived usefulness, perceived ease of use, and actual technology integration influence students’ self-directed learning behaviors, self-regulation, and learning agency. This study extends the Technology Acceptance Model by integrating learner autonomy as an outcome construct in technology-enhanced EFL environments. Data were collected from 350 undergraduate students across multiple universities and academic disciplines through a structured questionnaire. Structural equation modeling was employed to analyze the relationships among constructs. The findings indicate that perceived digital transformation significantly predicts learner autonomy both directly and indirectly through technology acceptance variables. Students who perceive digital tools as useful and easy to use demonstrate higher levels of self-regulated learning, proactive engagement, and independent language practice beyond the classroom. The study contributes to the growing body of research on technology-enhanced language learning by providing empirical evidence from an emerging EFL context. It also offers practical implications for university administrators and educators seeking to foster learner autonomy through strategic digital integration.
Biography
Nguyen Thi Nuong holds a PhD in Linguistics and is currently a lecturer at the Academy of Policy and Development, Viet Nam. She has over 17 years of teaching experience. With over 17 years of experience in teaching, academic management, and professional development training in teaching methodologies for primary school teachers, she has delivered a broad range of theoretical and practical language courses. These include General English, English for Specific Purposes, Business English, English for Commerce, English for Tourism, Basic and Advanced English Grammar, Translation, communicative skills (listening, speaking, reading, and writing), TOEIC and IELTS preparation, comparative and contrastive linguistics, Practical Vietnamese, semantics, phonetics and pronunciation, intercultural communication, and British and American literature. Her teaching experience spans universities, colleges, upper secondary schools, and private language centers across diverse educational contexts. Her main research interests include applied linguistics, digital transformation in higher education, technology-enhanced language learning, foreign language teaching methodology, and translation studies, with a focus on learner autonomy development.
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