EFL Learners’ Perceptions of the Impact of Learning Management System on Learner Autonomy in Vietnam

Bich Dieu Nguyen; Hong Vy Le Thi

doi:10.51200/ijelp.v4i.3404

Authors

Bich Dieu Nguyen
Hong Vy Le Thi

DOI:

https://doi.org/10.51200/ijelp.v4i.3404

Keywords:

platform, Learning Management System (LMS), learner autonomy

Abstract

In the educational context, the increasing interest in the hybrid learning method combining both traditional face-to-face classroom and online activities (Pishva et al., 2010) has given rise to different e-learning platforms, among which, a Learning Management System (LMS) which is one of the most commonly used tools to supplement conventional lectures. In order to investigate the impact of an LMS on EFL learner autonomy, the current study was conducted at a university in Central Vietnam. Twenty-five students randomly selected from a faculty were invited to participate in focus group interviews to elicit qualitative data regarding their perceptions on the effect of the LMS on their autonomous learning. The findings indicate that the EFL learners in this study seem to be aware of the positive impact of the LMS on their autonomous learning, which can be shown by the fact that they can initiate, monitor and evaluate their learning process. Some implications for instructors were also proposed to enhance the support of the LMS for EFL learners.

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