The Students’ Readiness for Learner Autonomy in English Language Learning

Learner autonomy is deemed as one of the long-term goals in English language teaching and learning in the 21st century; nevertheless, that students are ready for learner autonomy varies from one context to another. Furthermore, learner autonomy is variously perceived in different contexts. This research aims to explore non-English majors’ readiness for learner autonomy concerning self-awareness, self-efficacy, and motivation in a college in Ho Chi Minh City, Vietnam. The quantitative approach was employed for data collection. A cohort of 134 students was involved in partaking in answering a closed-ended questionnaire. The collected data were statistically analyzed in terms of mean and standard deviation. The results unraveled that the participants were highly ready for learner autonomy. They were aware of learner autonomy and had high self-efficacy and motivation for their own English learning. The preliminary findings are expected to bring theoretical and practical contributions to students’ readiness for learner autonomy in this research context and other similar ones.