Fostering learner autonomy in a blended learning environment: EFL teachers' practices at Hanoi University of Industry

Abstract

Learner autonomy (LA) is acquiring prominence in higher education, particularly in English language instruction, due to its favorable effects on the development of language proficiency, particularly in blended learning (BL) environments. This paper presents the findings of an investigation into the strategies adopted by instructors to nurture LA in a BL environment. Class observation and interviews were the study's primary data collection methods. During 15 lessons, three instructors were observed in an effort to determine how they promote learner autonomy. Teachers were interviewed to determine the motivations behind their utilization of such a method to cultivate learner autonomy. The findings of this study indicate that instructors employed a variety of strategies to cultivate learner autonomy, including organizational autonomy support, procedural autonomy support, and cognitive autonomy support. Cognitive autonomy-supporting strategies are the most frequently employed. Improving the quality of BL programs in educational institutions in order to nurture LA is an essential implication of the study for educators, curriculum developers, and educational administrators.