Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries

Nguyen, Mai Xuan Nhat Chi; Walkinshaw, Ian

doi:10.1016/j.tate.2017.08.015

Cited by 28 publications

(32 citation statements)

References 30 publications

(52 reference statements)

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“…Recently, the study of various aspects of this problem has appeared in the pedagogical literature. Thus, there appear such positions as teacher autonomy in its relationship with self-efficacy (Soobin Choi, Xinyi Mao, 2021) [36], the implementation of autonomy in pedagogical practice (Xuan Nhat Chi Mai Nguyen, Ian Walkinshaw, 2018) [37], the ability of the learner to autonomous and critical thinking (José FO Granjo, Maria G. Rasteiro (2020) [38], social, individual and cultural dimensions of autonomy in teaching (Biljana Ivanovska, 2015) [39], autonomy with respect to teaching methodology, instructional materials, course content, assessment, lesson planning (Cirocki, Andrzej, Anam, Syafi'ul, 2021) [40], autonomy as a central component of learning, teaching (Diane Railton, Paul Watson, 2005) [41], the impact of autonomy on student well-being (Arielle Bonneville-Roussy, Emese Hruska, and Hayley Trower, 2020) [42] and others.…”

Section: Structural Components Of the Process Of Forming The Spiritual Values Of Student Youthmentioning

confidence: 99%

Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities

Vladlenov¹

2021

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Section: Structural Components Of the Process Of Forming The Spiritual Values Of Student Youthmentioning

confidence: 99%

Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities

Vladlenov¹

2021

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“…Great results have been achieved and a new situation has emerged. [8][9][10] First, in accordance with the spirit of "University English Curriculum Teaching Requirements", in accordance with its own characteristics and reality, universities and colleges are actively building "computer-based and classroom-based English teaching models" to explore different modes of combining classroom teaching with computer networks and autonomous learning.…”

Section: Current Situation Of College English Teaching Reformmentioning

confidence: 99%

Research on the Model of Autonomous Creation of College English Teaching Based on Innovation Perspective

Xu¹

2020

JAER

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With China's increasing national strength, English, as an international language, has become increasingly prominent in its social role. The society puts forward new standards for college English teaching, and raises higher requirements for the training of foreign language talents. It particularly emphasizes the importance of the cultivation of comprehensive communicative competence in English language in college English teaching. This article starts with discussing the impact of college entrance examination English reform on college English education, summarizes the characteristics of research from the perspective of innovation, and clarifies the characteristics of teaching and learning modes from the perspective of innovation. From the aspect of improving the self-quality of English teachers, it seeks a breakthrough for the reform of college English teaching, and explores the way for teachers to independently create students from the perspective of innovation. Related research results can effectively improve the quality of English teachers, make English teachers have their own sense of mission and urgency, make bold innovations, and cultivate more comprehensive English talents. Intercultural Communication in College English TeachingThe word "communicate" is closely related to "commonality". The word communicative comes from the Latin word commonis. Obviously, the concept of communication is closely related to "commonness", that is, "common service" or "share" is the premise of communication; Moreover, effective communication can only take place if people of the same culture share in many ways. It can be seen that the connotation of "common" is consistent with the connotation of "communication" and "culture". This shows that communication is a communication in a common cultural context. And cross-cultural communication is "the process in which people with different cultural backgrounds engage in communication is crosscultural communication. "Intercultural communication has social, purposeful, two-way, and situational characteristics. The so-called sociality is the communicative activity in which a cross-cultural communication takes place in a certain society. Any communicative activity takes place in a certain social background. Different cultures of society provide us with the possibility of cross-cultural communication; The purpose is that cross-cultural communication is purposeful, not blind communication. Two-way communication is the communication between two people with different cultural backgrounds. A single person cannot communicate with each other. There are objects in the communication. Communication can only take place in the presence of objects. Scenarios are communication in a certain situation. The ultimate purpose of studying college English is to communicate in English, and this communication is a cross-cultural communication. This is because we communicate in English with people with different languages and cultural backgrounds. If we communicate with people with the same language and cultural ba...

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“…"Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries" was the topic of research conducted by Nguyen and Walkinshaw (2018). Using an online survey, the authors attempted to discover the feasible influence of TESOL training on the autonomy among the Vietnamese teachers.…”

Section: International Studiesmentioning

confidence: 99%

“…Students make use of a variety of techniques which highlight the varied use of their thinking styles while putting these styles into action is not free of stress, anxiety, and learning-impeding elements (Zhou, 2016). The integration of autonomous learning with respect to different thinking styles and varied levels of anxiety yields a huge burden on the language learners' burdens since such an integration triggers their responsibility and taking charge of their own learning process (Nguyen & Walkinshaw, 2018). How these issues can be solved and the extent to which teachers play role in these situations has not been studied in literature.…”

Section: Introductionmentioning

confidence: 99%

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

Ahmadi

Izadpanah

2019

IJREE

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One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope's, Foreign Language Classroom Anxiety Scale, Sternberg's Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

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Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries

Cited by 28 publications

References 30 publications

Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities

Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities

Research on the Model of Autonomous Creation of College English Teaching Based on Innovation Perspective

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

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