Factors affecting learner autonomy in the context of English language learning

Fadi Al-Khasawneh, King Khalid University, Abha, Saudi Arabia
Ibrahim Huwari, University of Petra, Jordan
Marwan Alqaryouti, Zarqa University, Jordan
Kamal Alruzzi, Jadara University, Jordan
Luqman Rababah, Jadara University, Jordan

 10.21831/cp.v43i1.61587

Abstract


Several studies emphasized the importance of learning autonomy as a crucial component of persistent learning. Those studies revealed that autonomous learners are more likely to succeed in comparison to passive learners. The main purpose of this study is to investigate the factors affecting learning autonomy and to examine the differences between the reported factors and academic level. The researchers developed a questionnaire after extensive research on the questionnaires used in previous studies. The data have been collected from (232) undergraduate students, who were randomly selected from the Department of English Language at King Khalid University. The results showed that learning autonomy is influenced by five internal factors (i.e., psychological aspects, learning strategies, cognitive abilities, metacognitive abilities, and critical thinking), and three external factors (i.e., the role of the teacher, the task, and the environment). The results also showed that most of the internal and external factors have no statistically significant differences attributed to academic level. The results of this study recommended that educators modify their pedagogical approaches to provide students with more choices, problem-solving, and independent learning possibilities.

Full Text:

PDF

References


Al-Khasawneh, F. M., & Al-Omari, M. A. (2015). Motivations towards learning English: The case of Jordanian gifted students. International Journal of Education, 7(2), 306. https://doi.org/10.5296/ije.v7i2.7699

Alonazi, S. M. (2017). The role of teachers in promoting learner autonomy in secondary schools in Saudi Arabia. English Language Teaching, 10(7), 183. https://doi.org/10.5539/elt.v10n7p183

Alzubi, A. A. (2021). The role of mobile technologies in impacting learner autonomy in an EFL context. International Journal of Computer-Assisted Language Learning and Teaching, 11(3), 56-73. https://doi.org/10.4018/ijcallt.2021070104

Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1). https://doi.org/10.14221/ajte.2010v35n1.8

Begum, A. N., & Chowdhury, R. F. (2016). The factors that affect learner autonomy in learning English as a foreign language (EFL) at the tertiary level in Bangladesh. Elk Asia Pacific Journal of Social Sciences, 2(4), 1-29. Retrieved from http://www.elkjournals.com/

Benson, P. (2013). Teaching and researching: Autonomy in language learning. https://doi.org/10.4324/9781315833767

Burns, N. (1993). The practice of nursing research: conduct, critique & utilization. ‎ WB Saunders Co. https://thuvienso.thanglong.edu.vn/handle/TLU/3062

Daflizar, D. (2021). Learner autonomy: A qualitative inquiry into Indonesian tertiary EFL students' voices. Indonesian Research Journal in Education |IRJE|, 5(2), 387-403. https://doi.org/10.22437/irje.v5i2.10388

Dang, T. T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from a sociocultural perspective. English Language Teaching, 3(2). https://doi.org/10.5539/elt.v3n2p3

De Grandi, C., Mochrie, S. G., & Ramos, R. (2019). Pedagogical strategies to increase students’ engagement and motivation. Concepts, Strategies, and Models to Enhance Physics Teaching and Learning, 215-227. https://doi.org/10.1007/978-3-030-18137-6_19

Dörnyei, Z., & Griffee, D. T. (2010). Research methods in applied linguistics. TESOL Journal, 1(1), 181-183. https://doi.org/10.5054/tj.2010.215611

Esch, E. M. (2014). Learner training for autonomous language learning. Autonomy and Independence in Language Learning, 164-175. https://doi.org/10.4324/9781315842172-13

Firat, M. (2016). Measuring the E-LEarning autonomy of distance education students. Open Praxis, 8(3), 191. https://doi.org/10.5944/openpraxis.8.3.310

Harmer, J. (2012). Exploring English language teaching: Language in action. ELT Journal, 66(3), 394-396. https://doi.org/10.1093/elt/ccs023

Hidayati, T. (2018). Student language anxiety in learning English (A survey to non-English major students in a rural area). IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(2), 95. https://doi.org/10.21093/ijeltal.v2i2.55

Howitt, D., & Cramer, D. (2003). First steps in research and statistics. https://doi.org/10.4324/9780203457320

Indah, E. F., Rachmawati, D., & Evenddy, S. S. (2021). An analysis of EFL autonomous learners in learning English. Linguistica, 10(4), 607. https://doi.org/10.24114/jalu.v10i4.31286

Karakis, O. (2020). Learner autonomy and English language course achievement mediated by foreign language learning anxiety. Sakarya University Journal of Education, 10(2), 312-335. https://doi.org/10.19126/suje.638945

Kemala, Z. (2016). An Analysis of Factors Influencing the Autonomous Learners in Learning English. ELTIN: Journal of English Language Teaching in Indonesia, 4(1), 11-20. https://e-journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/335/255

Kobylarek, A., Błaszczyński, K., Ślósarz, L., & Madej, M. (2022). Critical thinking questionnaire (CThQ) – construction and application of critical thinking test tool. Andragogy Adult Education and Social Marketing, 2(2), 1. https://doi.org/10.15503/andr2022.1

Le, T. T., & Tran, H. A. (2022). Students’ perception of “American English File Multipack 3” – a study at people’s security university. International Journal of TESOL & Education, 2(4), 71-83. https://doi.org/10.54855/ijte.22245

Leaver, B. L., Ehrman, M., & Shekhtman, B. (2005). Achieving success in second language acquisition. https://doi.org/10.1017/cbo9780511610431

Littlewood, W. (1996). Autonomy”: An anatomy and a framework. System, 24(4), 427-435. https://doi.org/10.1016/s0346-251x(96)00039-5

Maxwell, J. A. (2022). Critical realism as a stance for designing qualitative research. The SAGE Handbook of Qualitative Research Design, 142-154. https://doi.org/10.4135/9781529770278.n10

Nghi, P. T., & London, J. D. (2018). Correction to: The higher education reform agenda: A vision for 2020. Higher Education Dynamics, E1-E1. https://doi.org/10.1007/978-90-481-3694-0_16

Oxford, R. (1990). Language learning strategies: What every teacher should know. Issues in Applied Linguistics, 1(1). https://doi.org/10.5070/l411004984

Pedley, A., Broady, E., & Kenning, M. (1998). Promoting learner autonomy in university language teaching. The Modern Language Review, 93(3), 769. https://doi.org/10.2307/3736502

Qin, J. (2016). On the cultivation of autonomous learning competence in college English listening teaching. Sino-US English Teaching, 13(11). https://doi.org/10.17265/1539-8072/2016.11.002

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press. https://doi.org/10.1017/9781009024532

Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6(3), 245-266. https://doi.org/10.1191/1362168802lr106oa

Teng, F. (2018). Learner autonomy: An educational goal of teaching English as a foreign language. Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language, 1-20. https://doi.org/10.1007/978-981-13-0728-7_1

Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. https://doi.org/10.1017/s0261444811000528

Tran, T. Q., & Duong, T. M. (2018). EFL learners' perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences. https://doi.org/10.1016/j.kjss.2018.02.009

Tran, T. B., & Vuong, T. K. (2022). Factors affecting learner autonomy in tertiary level English learning: A study at Van Lang University. International Journal of TESOL & Education, 3(1), 1-18. https://doi.org/10.54855/ijte.23311

Wang, J. C. K., Ng, B. L., Liu, W. C., & Ryan, R. M. (2016). Can being autonomy-supportive in teaching improve students’ self-regulation and performance? Building autonomous learners: Perspectives from research and practice using self-determination theory, 227-243.https://doi.org/10.1007/978-981-287-630-0_12

Wenden, A. L. (1998). Metacognitive Knowledge and Language Learning1. Applied Linguistics, 19(4), 515-537. https://doi.org/10.1093/applin/19.4.515

Zhang, H. (2021). The review of learner’s autonomy towards learning English as a foreign language among college students in China. Technium Social Sciences Journal, 23, 103-113. https://doi.org/10.47577/tssj.v23i1.3500

Zhao, J., & Qin, Y. (2021). Perceived teacher autonomy support and students' deep learning: The mediating role of self-efficacy and the moderating role of perceived peer support. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.652796




DOI: https://doi.org/10.21831/cp.v43i1.61587

Refbacks

  • There are currently no refbacks.


Bookmark and Share


 

Social Media:

     

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web analytics
View Our Stats