Extensive reading and its impact on learner autonomy: A study on 1st year English majors at a Vietnamese University

Abstract

This study was conducted to examine the potential impacts of extensive reading on learner autonomy of first year English as a Foreign Language (EFL) learners at the Faculty of Foreign Languages (FFL), Hanoi Pedagogical University No.2 (HPU2), Vietnam. The findings showed that extensive reading could help the majority of students enhance their autonomous learning, reflecting in the improvement in students’ abilities of 1) making decision, 2) setting up the purposes for the activities, 3) allocating time for the activities, 4) applying into other activities and 5) making self-evaluation. There was also an increase in their reading speed. Moreover, extensive reading helped students to build up positive attitudes towards reading activities. Nonetheless, the students encountered some difficulties such as how to spend time effectively and to choose the readable texts. Therefore, to develop students’ autonomy, the teachers should raise students’ awareness, create supportive learning environments, and integrate extensive reading into the teaching activities properly.