Exploring Learner Autonomy in Blended Learning: A Mixed-Method Study of English Language Teaching Students in Southern Vietnam

Abstract

This study explores the perceptions held by pre-service English teachers about learner autonomy within the blended learning environment to understand their perspectives and needs. Using a combination of qualitative and statistical analysis, we surveyed 96 senior students (25 males and 71 females) whose majors are English-teaching education in a Southern University. Using a mixed-methods approach that includes surveys and openended questions with 96 English Language Teaching (ELT) students, the research assesses how different features of blended learning and assessment strategies affect students' learner autonomy. Quantitative data reveal a consensus on the positive effects of blended learning on autonomy, while qualitative insights highlight challenges such as technical issues, internet connectivity problems, insufficient guidance, and reduced instructor interaction. This study offers valuable insights into the complexities of fostering learner autonomy in blended learning settings, providing recommendations for instructional design that aim to enhance student autonomy and engagement. These findings can inform the development of more effective blended learning programs, potentially impacting language education beyond the Vietnamese context.