The Relationship between Teacher’s Level of Autonomy Support and Students’ Level of Engagement in Speaking Lessons at a Secondary School
Abstract
Autonomy support is a recently defined role for teachers which is expected to help learners engage autonomously inside and outside classrooms. This study employs correlational research design to determine the teacher’s level of autonomy support and students’ engagement in speaking lessons and the relationship between them. A total of 110 students of grade 7 at a secondary school in Vietnam participated in the study. Results of the study revealed that the teacher’s level of autonomy support was used at high level of frequency by grade 7 students. Additionally, the level of students’ engagement in speaking lessons was also measured at medium level. Significantly, there was a linear, positive and rather strong correlation between teachers’ level of autonomy support and their level of engagement in speaking lessons. Suggestions and recommendations will thereby be given to ensure the successful teaching and learning of English-speaking skills in an EFL setting.
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