TEACHERS' ROLES AND CHALLENGES IN DEVELOPING LEARNER AUTONOMY FOR EFL STUDENTS

Abstract

EFL teachers play different roles in supporting students’ development of learner autonomy in their learning. However, they may encounter challenges in fulfilling their task. This study aims to investigate EFL teachers’ roles and challenges they may face in developing learner autonomy for non-English majors at a college in Ho Chi Minh City, Vietnam. A mixed-methods research design was used. Both quantitative and qualitative data were collected through the use of questionnaire and semi-structured interviews. 100 EFL students and 28 EFL teachers participated in the study. The findings of the study revealed that teachers implemented various strategies reflecting their four main roles as a facilitator, counselor, resource provider, and manager in learner autonomy development for students. The findings also showed that in the process of developing learner autonomy for students, teachers faced challenges related to students, teachers themselves, and the learning environment. The study highlights the teachers’ roles in learner autonomy development for students and provides recommendations for teachers and students to enhance the quality of teaching and learning English in the EFL context.