Speaker
Description
Learner autonomy has emerged as a critical competence in language education, particularly in the context of 21st-century skills and lifelong learning. While technology offers promising opportunities to promote self-directed learning, the extent to which non-English major students utilize digital tools to enhance their autonomy remains under-researched. This study examines how non-English major students at a college utilize technology applications to support their English language learning. Data research was collected from 100 students via an online questionnaire and supplemented with semi-structured interviews involving 12 participants. The findings reveal that students frequently utilize mobile-based applications, such as Duolingo and Quizlet, to personalize learning, monitor progress, and practice language skills outside the classroom. However, their level of autonomy varied depending on their digital literacy, motivation, and the availability of technological infrastructure support. The study emphasizes the importance of incorporating suitable technologies into English as a foreign language (EFL) learning and offers recommendations for promoting learner autonomy in contemporary educational settings.
Keywords: learner autonomy, educational technology, EFL, non-English majors, digital tools
Biography
Nguyen Thi Cam Nhung is a senior teacher at the People’s Police College II, Vietnam. She is currently a Ph.D. candidate at the Linguistics Department at Ho Chi Minh City University of Social Sciences and Humanities – USSH-VNUHCM. She received her MA in Theory and Methodology of English Language Teaching in 2019. Her research interests are teaching English skills, innovative teaching methods, and studying comparative and contrastive linguistics. She has presented and written some articles on these topics.
