Bài báo khoa học

It is commonly undeniable that autonomy and motivation exert crucial impacts on language learning proficiency. Despite a reasonably substantial literature on motivation and autonomy in language learning achievement, literature published on the correlation between the learners' autonomy, motivation and their English speaking proficiency remains insufficiently explored. This paper aimed to present the relationship between learners’ autonomy, motivation and their English speaking proficiency of Nghe An university students. Questionnaires were administered to 200 EFL university students to examine their autonomy and motivation in practicing speaking skills. Then it was compared to the results of the speaking proficiency test to determine the degree of correlation between learners’ autonomy, motivation and their English speaking proficiency. The analysis of the obtained results showed that learners with lower speaking grades reported themselves are less autonomous when compared to higher proficiency learners of English. Similarly, the data also indicated a positive relationship between learners’ higher speaking grades and greater motivation level. The desirable endpoint should be some kinds of modification on the curriculum of language teaching in terms of the development of learner autonomy and motivation.