Students’ learning autonomy, involvement and motivation towards their English proficiency

Yen Hoang Phuong, Phuong Quyen Vo


Different factors are involved in the process of learners’ learning English as a second or foreign language. Among them, learning autonomy, involvement and motivation and attitude toward English language learning have been claimed to positively correlate with learners’ English proficiency. In the current study, 229 English-majored final-year students at a university in Vietnam were invited to participate in a survey to explore their English proficiency level and factors that may have impacted that level. Findings revealed that students’ learning autonomy and their active participation in classroom activities are the most influential on their English proficiency level after four years of learning. As a result, the study suggests that measures should be taken to improve students’ learning autonomy and classroom involvement.


EFL learners; influencing factors; English proficiency

Full Text:



Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

EduLite Journal of English Education, Literature and Culture is published by Language and Communication Science Faculty (former Language Faculty), Universitas Islam Sultan Agung (UNISSULA), Indonesia, in collaboration with Persaudaraan Dosen Republik Indonesia (PDRI).

Contact us: EduLite Journal of English Education, Literature and CultureJl. Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112. Email: