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039 ## $a20231101172344 $bdtmkhue $y20231031103553 $zdtmkhue
082 ## $a420 $bVU-N
100 $aVu, Thi Thuy Ngan
245 ## $aAutonomy in learning English of first-year non-English majors at a university in Hanoi / $cVu Thi Thuy Ngan; Supervisor: Dr. Le Thi Minh Thao
246 ## $aTự chủ trong việc học Tiếng Anh của sinh viên năm thứ nhất khối không chuyên ngữ tại một trường đại học tại Hà Nội)
260 ## $aH. : $bTrường Đại học Mở Hà Nội, $c2023
300 ## $a75 p. ; $cA4
490 ## $aMinistry of education and training; Hanoi open university
520 ## $aAccording to the results of relevant research, the learner autonomy of students at Vietnamese universities plays an important role and is a key factor in determining learners’ learning progress. In this current study, the learner autonomy of first-year non-English major students in learning English at Hanoi University of Natural Resources and Environment is investigated to address the research gap. Two objectives of this study needed to be obtained: a) to determine the current situation of HUNRE first-year non-English major students’ learner autonomy in the context of credit-based training; b) to show factors affecting HUNRE freshmen non-English majors’ learner autonomy and propose approaches to promoting it. A mixed method was employed in this study. Quantitative data was analyzed through SPSS 20.0 software. Meanwhile, qualitative data was obtained by interviewing three English language lecturers. The research results were found. Students understood the important role of learner autonomy for their learning English progress; identified the objectives of learning English; and many of them could not carry out the autonomous learning skills. The majority of the students were passive in their learning progress; they could not study autonomously and depended too much on their teachers. The factors affecting the freshmen students’ learner autonomy were also explored. First and foremost, it was the factor of the learner. The factors of teachers and the learning environment were found to influence the students’ learner autonomy. From the results found, some solutions were given to promote learner autonomy in learning English. These solutions relate to three main groups of factors that strongly influence the students’ learner autonomy in studying English: the learners, the teachers, and the learning environment.
541 ## $aTài liệu nội sinh
653 ## $aEnglish majors
653 ## $aAutonomy in learning English
653 ## $afirst year non
852 ## $a01 $bKho Luận văn $j(1): 01503153
852 ## $a09 $bKho Khoa Tiếng Anh $j(1): 09104707
856 1# $uhttp://thuvien.hou.edu.vn/houkiposdata2/luanvanluanankhoaluan/luanvan/2023/420/vuthithuyngan/vuthithuyngan_001thumbimage.jpg
890 ## $a2 $c1