Speakers
Description
This study investigates self-directed language learning experiences among English major students at Can Tho university university. Through qualitative analysis of written self-reports and open-ended reflections, the research examines students' autonomous learning strategies, motivations, and self-evaluations. The findings reveal distinct patterns in how learners develop autonomy in pronunciation, reading comprehension, and English for specific purposes (ESP). Students demonstrate particular reliance on digital resources (YouTube, self-recording, pronunciation apps), goal-oriented approaches (developing interpretation skills, enhancing job readiness), and reflective practices (progress journaling, improvement evaluation).
The research indicates that while content-heavy and skill-based courses present significant challenges, students actively develop personalized learning strategies to overcome these obstacles. Their autonomous learning is primarily motivated by career aspirations and academic achievement goals. The data suggests that learners benefit most when they can connect language acquisition to practical professional outcomes and when they regularly engage in structured self-reflection.
The study recommends that language educators integrate student-driven reflective activities and resource awareness into curricula to foster sustainable learner autonomy. Practical implications include incorporating digital tool training, career-oriented language tasks, and structured self-assessment opportunities into language programs. By acknowledging and building upon students' existing autonomous learning practices, institutions can better support effective, student-centered language development that prepares graduates for both academic and professional success in English-language contexts.
Biography
Pham Xuan Binh, PhD candidate, and Huỳnh Minh Hiền, M.Ed., are English language lecturers at Can Tho University’s College of Foreign Languages. They bring a wealth of experience in teaching, curriculum development, and academic research to Vietnam’s higher education sector.
Mr. Binh specializes in translation, interpretation, and IELTS/VSTEP preparation. Currently pursuing his PhD at RMIT University, Australia, his research focuses on human capital development through government-funded scholarship programs. His academic interests include learner autonomy, digital pedagogy, and practical language education reform.
Mr. Hiền is the Deputy Head of the Department of English Language and Culture at the College of Foreign Languages. He plays a key role in curriculum management, faculty coordination, and innovation in English language teaching. His work emphasizes EMI (English as a Medium of Instruction), blended learning, and program design that responds to both academic and societal needs.
Together, they are committed to fostering student success, promoting research-informed practices, and enhancing the quality of English language education throughout the Mekong Delta.
Lê Hữu Lý is a lecturer at the School of Foreign Languages, Can Tho University (CTU), with over 20 years of experience in English language education. His areas of expertise include English teacher training, English skills coaching, and language teaching methodology. Throughout his teaching career, he has been dedicated to enhancing the quality of English education in the Mekong Delta region, mentoring both pre-service and in-service teachers. He can be contacted via email at lhly@ctu.edu.vn.
