The use of autonomous technology - based language learning strategies among Non - English Majors at Da Lat University: Master of TESOL

Abstract

Technology has emerged as an indispensable part in education in general and in English language education in particular. Accordingly, the use of technology for autonomous English language learning should be imperative. This study, therefore, aims to scrutinize the use of autonomous technology-based language learning strategies among non -English majors at the context of the Dalat University. The research participants were 425 non-English majors conveniently sampled answering the closed-ended questionnaires, and 25 of whom were invited for semi-structured interviews. The quantitative data from questionnaires were processed by SPSS, while the qualitative data from interviews were analyzed using the content analysis approach. The findings unraveled that the research participants had positive attitudes and effective strategies toward autonomous technology-based language learning.Among three components of attitudes, it was found out that research participants were highly aware of the roles of technology in autonomous language learning (cognitive attitudes), they had positive feelings towards the use of technology in autonomous language learning (affective attitudes), and they had different activities for using technology for autonomous language learning (behavioral attitudes). The findings also showed that most of research participants became more autonomous for their language learning and applied more autonomous technology-based language learning strategies beyond the classroom. Such preliminary findings are hoped to shed light on the enhancement of learner autonomy by integrating technology into autonomous English language teaching and learning.