Investigating Vietnamese learners' perceptions of factors hindering their learner autonomy in EFL learning

Abstract

In English as a Foreign Language (EFL) contexts, developing learner autonomy is crucialforsustained language learning,academic success,and lifelongcommunication skills. However, research specifically examining factors hindering autonomy development within the Vietnamese EFL context remains limited. This exploratory qualitative study, employing semi-structured interviews, investigated Vietnamese EFL learners' perceptions of these hindering factors. A detailed analysis of the findings revealed that learners perceived a complex interplay of institutional, student-related, and teacher-related barriers impacting their development of learner autonomy. Institutionally, students emphasized the curriculum's lack of focus on active participation and rigid assessment practices as particularly demotivating. The impact of prescribed learning materials and objectives was more mixed. On an individual level, students identified a lack of motivation, a sense of over-reliance on teachers, a focus on test scores over broader language development, low English proficiency, and a lack of experience with autonomous learning as challenges. Finally, students highlighted how restricted teacher autonomy, insufficient resources, and teachers' fear of losing authority further limited their opportunities to develop autonomy. These findings highlight a need for systemic and pedagogical shifts within the Vietnamese EFL context to better foster learner autonomy, ultimately enhancing language learning outcomes.