Speaker
Description
Grounded in Sociocultural Theory, this study investigated how teachers and tenth-grade students perceive five teacher roles: Instructor, Facilitator, Resource, Assessor, and Co-learner in promoting learner autonomy in English speaking skills among tenth-grade students in one high school in Vietnam. The study used a convergent design of mixed methods to gather data from 4 English teachers and 475 tenth-grade students. The comparison between 2 sets of perceptions showed that both teachers and students acknowledged the role of Resource for their contributions to the development of learner autonomy by giving personalized learning materials suited to their students’ interests and proficiency levels. The differences lie in the remaining roles. The survey results revealed that students highly preferred teacher roles characterized by accompaniment, feedback, and direct support. Specifically, the Co-learner role was perceived as a source of motivation and reassurance during speaking practice. The Assessor role reflected students’ need for detailed feedback to guide self-adjustment. However, interview findings showed that teachers prioritized the roles of Instructor and Facilitator. These roles emphasise strategic guidance, instructional material design, and learning plan development. This divergence highlights a gap between students’ expectations and teachers’ perspectives regarding the promotion of learner autonomy in speaking. While teachers focused on “providing learning tools”, students expressed a desire to “be accompanied and heard“. The study recommends that teachers flexibly integrate these roles to promote students’ learner autonomy.
Keywords: learner autonomy, teacher roles, English speaking skills, 10th-grade students
Biography
Tran Hoang Lan, Saigon University, Ho Chi Minh City, Vietnam
Lan Tran is a senior student at Saigon University, majoring in English Language Teacher Education. She is interested in language teaching methodology and learner autonomy. Known for her diligence and enthusiasm, she actively engages in research and discussions to explore effective ways to develop communicative competence in English classrooms.
Ta Y Linh, Saigon University, Ho Chi Minh City, Vietnam
Linh Ta is a final-year student at Saigon University, majoring in English Language Teacher Education. She is passionate about language teaching, with a strong interest in learner motivation and autonomy. Linh is known for her responsibility, hard work, and active participation in seminars on innovative teaching practices.
