English-majored Students’ Perceptions towards the Effects of Asynchronous E-learning on Learner Autonomy

The recent educational reforms in Vietnam as well as in international settings favor student-centered approaches, which provide chances to investigate learner autonomy within modern online learning environments. However, the educational system suffers from two main issues affecting English language education: passive learning behaviors combined with restricted learner autonomy. This study aims to investigate the perceptions of English-majored students toward how asynchronous e-learning environments influence their learner autonomy. A mixed-methods approach was used, combining a 20-question survey with 200 students and semi-structured interviews with 10 English-majored students. It was found that students have positive perceptions about the effects of asynchronous e-learning mode on their learner autonomy. These results are expected to provide valuable insights into the application of learner autonomy in the context of Vietnam’s higher education system, offering implications for further educational innovation.