Effect of learner autonomy on english proficiency of non-English major students

text. The study 
shows that while there are positive and significant 
correlations between aspects of LA and EP of high 
proficiency learners, such correlations do not exist among 
low proficiency learners. In addition, the study also indicates 
that LA can predict learners’ overall EP. This means that if 
learners have a high degree of LA, it is very likely that they 
will achieve a better level of EP. This shows that LA has a 
great decision on learners’ academic achievement. 
The results of the study prove to reflect the current EFL 
learning situation of non-English major students at member 
universities of the University of Danang. In the author’s 
teaching experience, low-proficiency learners of non-
English majors are still dependent a great deal on the 
teacher’s provision of knowledge and consequently their 
low degree of LA results in a low level of EP. These results 
suggest some implications for English language teaching 
and learning. Firstly, it is crucial that EFL learners be 
informed and aware of the importance of LA to facilitate 
their language learning process as LA has a positive and 
significant effect on their EP. The more autonomous a 
learner is, the higher level of EP he/she can achieve. 
Secondly, English language teachers should engage EFL 
learners in a more active learning environment, inside and 
outside the classroom, where learners can maximize their 
LA. This means that EFL learners should be empowered to 
take more charge of their own learning process and develop 
the ability to control their own learning in order to achieve 
the ultimate goal of their English learning. Thirdly, as high 
proficiency learners tend to be more autonomous than low 
proficiency learners, English language teachers should 
provide the latter with appropriate scaffolding based on 
their level of EP so that they can gradually develop LA to 
improve their level of EP accordingly. Fourthly, as the 
correlations between learners’ self-regulation and EP tends 
to be lower than those of their self-initiation, it is necessary 
that EFL learners be equipped with more effective 
strategies of planning, monitoring, and evaluation in 
English language learning in order to achieve a higher 
degree of LA. Last, but not least, as LA can predict 
learners’ overall EP, curriculum designers should develop 
a strong focus on LA in curriculum innovation and LA may 
be used by university administrators as one of the 
important variables to predict learners’ academic potential. 
Acknowledgements: This research is funded by Funds 
for Science and Technology Development of the University 
of Danang under grant number B2017-ĐN05-08. 
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Appendix: Questionnaire on learner autonomy 
1. Self-initiation 
Instructions: How many times a week do you do the following activities? 
Circle the correct number: 
1 = Never (0 time/a week) 2 = Rarely (1 time/a week) 
3 = Sometimes (2-3 times/a week) 4 = Often (4-5 times/a week) 
5 = Always (6-7 times/a week) 
1. I try to speak as much English as possible in pair work or group work. 
 1 2 3 4 5 
2. I encourage my classmates to speak English so that I can practise 
English with them. 
1 2 3 4 5 
3. I observe the way my classmates speak, write or learn English so that 
I can learn from them. 
1 2 3 4 5 
4. I ask the teacher questions when I do not understand the lessons. 
1 2 3 4 5 
5. I volunteer first to do the tasks asked by the teacher. 
1 2 3 4 5 
6. I try to think and express my ideas in English. 
 1 2 3 4 5 
7. At the end of each lesson, I try to work out what I can do and review 
what I cannot do to improve my English. 
 1 2 3 4 5 
8. I try to do all exercises in the textbook/workbook after school. 
 1 2 3 4 5 
9. I do independent study in the library or at home. 
 1 2 3 4 5 
10. I try to speak English to foreign teachers at my university or any other 
foreigners I meet. 
1 2 3 4 5 
11. I make friends with people from other countries and communicate 
with them in English or via email. 
1 2 3 4 5 
12. I watch English programmes on TV (news, movies, sports, etc.) or 
listen to radio in English. 
1 2 3 4 5 
13. I use online English-learning programmes to study English. 
1 2 3 4 5 
14. I join English-speaking clubs (at my university or elsewhere) to 
practise English. 
1 2 3 4 5 
15. I take advantage of various learning resources such as the library, the 
Internet, dictionaries, etc. to improve my English. 
1 2 3 4 5 
2. Self-regulation 
Instructions: How true are these statements to you? Circle the correct 
number: 
1 = Not true at all 2 = Slightly true 
3 = Moderately true 4 = True 
5 = Definitely true 
16. When studying English, I establish practical goals for myself based 
on the course requirements and my true English level. 
1 2 3 4 5 
17. I have a clear plan for studying on my own. 
1 2 3 4 5 
18. I am good at adjusting my study plans and creating a practical study 
schedule based on my progress. 
1 2 3 4 5 
19. I make an effort to overcome emotional issues that may hinder my 
English studies such as lack of confidence, shyness, anxiety, and 
inhibition. 
1 2 3 4 5 
20. I can consciously employ effective learning strategies to improve my 
English skills. 
1 2 3 4 5 
21. I monitor my learning process consciously. 
1 2 3 4 5 
22. I am conscious of whether my learning strategy is effective or not. 
1 2 3 4 5 
23. If I realize my learning strategy is impractical, I quickly find a more 
suitable one. 
1 2 3 4 5 
24. While practicing English, I am able to realize my own mistakes and 
correct them. 
1 2 3 4 5 
25. I consider the teacher’s assessment criteria to judge how well I learn 
English. 
1 2 3 4 5 
(The Board of Editors received the paper on 05/11/2018, its review was completed on 25/12/2018)