How to foster learner autonomy in country studies at Faculty of English - Hanoi National University of Education?

Abstract

Abstract. This study attempts to present what the authors have experienced and applied in fostering learner autonomy in Country Studies (namely British and American Studies) at Faculty of English, Hanoi National University of Education. Starting with some main definitions about learner autonomy and its conditions, and basing on authors’ own experience and belief, the authors discuss four main strategies used in teaching and learning Country Studies. The first is designing an appropriate syllabus to help the learners acquire a very clear overview about the main content of the subject, the objectives, the requirements, the evaluation of the program, and the references which all later encourage them to determine the direction of their own learning, both inside-class and outside-class time. The second is keeping portfolio, which is considered as an act of self-exploration among the learners. Thirdly, it is necessary that teachers vary class activities, making use of group works and pair works effectively in order to successfully reinforce learner autonomy, so that the autonomous learners will be able to maintain their active learning attitudes and motivation. And last but not least, our students are highly advised to participate in extra-curricular activities like quiz games, fashion shows, field trips, culture competition, etc to enjoy new and more relaxing learning atmosphere and refresh themselves.