A Study on the Impact of Learning Autonomy on Speaking 1 Exam Results and Proposals for Enhancing Speaking Skills of Second-Year Students at the Faculty of Foreign Languages at Industrial University of Ho Chi Minh City

Abstract

This study explores the influence of learning autonomy on the Speaking 1 exam outcomes of second-year students at the Faculty of Foreign Languages, Industrial University of Ho Chi Minh City (IUH). Given the pivotal role of speaking proficiency in both academic and professional spheres, coupled with the indispensable nature of autonomous learning in mastering a foreign language, this research seeks to elucidate the relationship between students' autonomy in learning and their performance in Speaking 1 assessments. Employing a mixed-methods approach, the study integrates quantitative data derived from exam scores and surveys that assess levels of learning autonomy, alongside qualitative insights gathered from student interviews and educator observations. The findings reveal a significant positive correlation between elevated levels of learning autonomy and enhanced speaking exam results. Moreover, the research delineates key factors contributing to learning autonomy, such as intrinsic motivation, access to diverse learning resources, and the implementation of self-regulatory practices. Drawing from these insights, the study proposes several pedagogical strategies aimed at augmenting students' speaking abilities. These include the integration of autonomous learning activities within the curriculum, the organization of workshops centered on self-directed learning methodologies, and the utilization of technological tools to provide supplementary practice opportunities. The proposed interventions are designed to cultivate a learning environment that nurtures autonomy, thereby fostering improved speaking proficiency and overall academic performance. This research offers valuable contributions to the understanding of learning autonomy's role in language acquisition and presents actionable strategies for enhancing speaking skills. The findings hold significant implications for both students and educators at the Faculty of Foreign Languages, IUH, paving the way for more effective language education practices