AUTONOMOUS ABILITY IN STUDYING A SECOND FOREIGN LANGUAGE – CHINESE LANGUAGE: CASE OF ENGLISH-LANGUAGE STUDENTS AT THE BANKING UNIVERSITY OF HO CHI MINH CITY

Abstract

This paper is based on the study of autonomous capacity in learning Chinese as a second foreign language  of English Language students in the Banking University of Ho Chi Minh City through a questionnaire survey with 190 students. The results show that students’ autonomous learning capacity is relatively high; students have the highest autonomous capacity in terms of defining learning goals, and the lowest in terms of monitoring the learning process. Individual factors such as gender and grade level do not affect the students’ autonomous learning. The higher the students’ autonomous learning capacity, the higher the learning result, especially in terms of defining learning goals, deciding on learning content, choosing methods and learning strategies.