Bài báo khoa học

Abstract Autonomy is the ability to be responsible for what and how one learns in order to achieve better learning outcomes. Learner autonomy at tertiary level has been considered one of the decisive factors for academic success. This study attempts to examine factors affecting the autonomy levels of English-majored students at a university. A survey was conducted with 150 second year English majors to investigate mechanisms that regulate their self-directed learning. The results indicate that learner autonomy levels are linked to both teachers’ and students’ role. These include such aspects as learning styles, teaching methods, students’ behaviors and learning environment. The study has highlighted the necessity to help learners build up autonomy. Some implications for teachers and students are also provided.