Technological platforms and their role in promoting learner autonomy in EFL class in Vietnam: A study from learners’ perspective

Abstract

The role of technology in enhancing learner autonomy in language class has been discussed and proven by a number of researchers (Schemenk, 2005; Thorne, 2006; LarsenFreeman, 2011; Godwin-Jones, 2011; Melviana, Lengkanawati, &Wirza, 2020; Nguyen & Habok, 2020). These scholars all have come to a consensus that computer technology can improve learner autonomy through the abundant resources available which facilitate learner self-study. As computer technology is too broad a field for an EFL teacher to explore and figure out how it may affect learner autonomy, the researcher aims to examine the role of some technological platforms in promoting learner self-efficacy in EFL online class in a university in Vietnam. An exploratory survey research was conducted at four universities in a northern city of Vietnam with the participation of 120 students. A 32 item questionnaire was designed to get students’ perspectives of learner autonomy from four dimensions: the technical, the psychological, the political and the social one. Results showed that the used platforms could support to develop learner autonomy. However, some obstacles remained and required much attention and they were mainly about students’ motivation, students’ engagement, support from the persons in charge, and virtual school disciplines.