Opinions of EFL students regarding autonomous learning in language teaching (original) (raw)
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In the modern era, teaching English is the main role for making students be able to get a skill and communicate with foreigners on social media and reality. English teaching needs teachers to teach students to develop both academic and personal abilities of English. English Teachers often used new methods and strategies in learning English and even these methods were often evaluated every week but, why there were still many students who had not been able to understand English in terms of theory and practice. Autonomous learning was a student-centered language learning method in order to be able to practice and that its approach made students autonomy focused on utilizing of cognitive and metacognitive resources to shape the English learning process. The writer uses library research in this article. Library research is research in which data collection techniques are carried out by reading various literature related to information and relevance to the research topic. As for the type of literature research that is being carried out, namely field research, research uses a descriptive type, namely to describe in detail about reality or phenomena by providing criticism or research on these phenomena. The approach used by the author in this study is a qualitative approach. This qualitative approach is used to solve actual problems by collecting, compiling, analyzing and classifying data. Various types of data sources in articles in the form of journals, research reports, scientific magazines, newspapers, relevant books, seminar results, unpublished scientific articles, sources, bibliographical letters, video graphics and so on.
Learners’ Perception and Practices on Autonomous Language Learning in Efl Settings
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This research was aimed to investigate learners’ perception and practices of understanding teachers’ teaching objectives and requirements related to autonomous language learning, setting up their objectives and study plans to autonomous language learning, and find out learners perceive in learning English autonomously. To gain a deep understanding and utilizing the objectives, the researcher employed descriptive qualitative research. The research findings were extracted through both an online questionnaire and interview. Some constraints were reported in this research, but more positive responses were still shown by the learners. They positively disposed to the notion of learner autonomy. The learners specifically showed positive attitudes toward instructors’ teaching objectives and requirements, setting up their objectives and study plans, and their practices in learning English autonomously. Further researchers, thus, need to research in various universities with a large number to...
Autonomous Learning Strategies for Academic Speaking by English Education Department Students
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Autonomous is the individual capacity to take responsibility for their own learning activities. Autonomous learning adapted learning method that learners use to obtain their own learning needs and goals, determine the most current learning method, and assess learning activity. This research aims at identifying students’ autonomous learning strategies in academic speaking class. There were 20 students from the English Education Department were involved to gather the data. This study employed a quantitative approach in order to get the data. The data were taken by using a questionnaire. The result shows that the general description of the students of the English Education Department at Universitas Muhammadiyah Sorong was not included a specific description of how the students employed the autonomous learning strategy for learning particularly in academic speaking. The researcher found two kinds of autonomous learning strategies which were metacognitive strategy and social mediation st...
The Implementation of Autonomous Learning in English Language Teaching (ELT)
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This research aimed at examining the implementation of autonomous learning in English Language Teaching (ELT) in vocational high school 2 Kuningan. The method used in this research is descriptive qualitative research. The participants of the research are 2 English teachers and 16 students. The instrument used to collect the data are observation, interview, and questionnaire. The findings show that semi-autonomous learning is implemented in the process of English Language Teaching (ELT) in this pandemic situation by using zoom, WhatsApp group and Moodle platform as the media of teaching and learning process. The second, students are aware and understand autonomous learning, but most of them still difficult to implement autonomous learning in their learning process. Therefore, it is concluded that the implementation of autonomous learning in high school is not optimal/maximum yet because of many obstacles faced by both teachers and students.
An Analysis of Efl Autonomous Learners in Learning English
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This research aimed to find out the factors affecting the autonomous learners in learning English and how these factors can influence the autonomous learners in learning English. This research employed qualitative narrative research. Narrative research was deemed to be relevant for this research since it deals with the specific phenomenon of the autonomous learner which analyzed life experience from the participants in learning English. The research subjects were two identified of autonomous learners. The data was taken by conducted interviews. In analyzing the data, the researcher used some procedures; data condensation, data display, and drawing conclusion/verification. The research revealed a finding related to the research question indicating that (1) internal and external factors were the factors affecting autonomous learners in learning English. From internal factors, it was argued that self- motivation (passion and willingness) was the biggest factor effecting autonomous lear...
Journal of English Education, 2022
The aims of the research are to identify the implementation of autonomous learning in teaching speaking for senior high school students in SMA N 3 Bantul and to find out the factors that influence lack of speaking. The research was conducted in descriptive qualitative methodology. The data findings were obtained from the observation, interview and documentation of senior high school students of SMA N 3 Bantul. The participants of the research were the students of X IPA 1 of SMA N 3 Bantul. The data was divided into four points as follows: 1) the characteristic of autonomous learner, 2) the work-cycle of autonomous learning class, 3) teacher-students' role in autonomous learning, 4) the factors that influence lack of speaking performance of senior high school students. The results of the research were categorized into two aspects. First it is the characteristics of autonomous language learner namely having high motivation, strong curiosity, aware to use technology, having the high self-confidence. The work-cycle of autonomous classroom were plan, do, and evaluate. Teacher-learner role in autonomous class consisted of teacher as facilitator, teacher as motivator and teacher as the resource and responsibility for making good environment of autonomous class. Second, it is the factors that influence lack of speaking performance namely incorrect pronunciation, low grammar comprehension, low vocabulary mastery, low motivation, less self-confident, nervous and speaking anxiety, and lack of language input.
Iranian EFL Learners’ Perception of Autonomous Language Learning in Language Classrooms
2015
Most educators and thinkers agree that autonomy should be taken as a desirable educational aim in order for students to master the new language. The study is an attempt to investigate Iranian EFL learners’ perception of autonomous language learning in foreign language learning classes, as well as Iranian EFL learners’ perception of their teachers’ role in autonomous language learning. It also attempts to identify the difference between males and females language learners in terms of autonomous language learning. To this end, a 45-item autonomous language learning questionnaire adapted from Chan, Spratt and Humphreys (2002) was administered to sixty five language learners learning English in two language institutes. Results indicated that for some certain activities students shared their responsibility with their teacher. With regard to students’ engagement in autonomous activities inside and outside of the class, results indicated that the learners are able to do some certain activi...
A Study on Learners'Readiness for Autonomous Learning of English as a Foreign Language
2003
, 115 pages The purpose of this study is to investigate whether, or not, students attending English Language Preparatory School at Başkent University are ready to be involved in autonomous language learning. This study also argues that before any interventions aiming at fostering autonomy are implemented, it is necessary to explore learners' readiness for autonomous learning in four different areas. These areas are as follows: (a) Learners' motivation level in learning English, (b) Learners' use of metacognitive strategies in learning English, (c) Learners' responsibility perception of their own and their teachers' in learning English and (d) Learners' practice of English in the outside class activities. The questionnaire used in the study was administered to 186 students attending Preparatory School of Başkent University. x
The present study was conducted at Parsayan Language Institute in Isfahan, Iran. The students in pre-intermediate and intermediate classes were examined to investigate the relationship between degrees of learner autonomy, use of strategies for coping with speaking problems and the learners' success in their speaking classes. To determine the degree of correlation among degree of learner autonomy, use of strategies for coping with speaking problems, and success in speaking classes, a validated questionnaire was distributed among 50 participants. The participants were required to self-report the strategies they use when they have problems during speaking English and to report their degree of learner autonomy as an English language learner by choosing one of the items on the questionnaire. The analysis of the obtained results showed that learners with low speaking grades were weaker in comparison with learners with high speaking grades during the use of strategies for coping with speaking problems on the whole. Similarly, learners with low speaking grades reported themselves as less autonomous when compared to high proficiency learners of English, although the difference was not significant between the group of learners in average speaking grade and high grade level. The first desirable endpoint should be some kind of modification on the curriculum of language teaching in terms of development of learner autonomy. More chances for developing autonomy should be offered to the students so that they would get used to it and be more successful in communication skills.
Saudi EFL University Students Readiness for Autonomous Language Learning
Colombian Applied Linguistics Journal, 2022
Autonomous language learning is considered to be a step to prepare students for their future. It is one aspect of the learner-centered approach. Therefore, investigating students' readiness for ALL could be of paramount importance. This study aimed at revealing Saudi English major students' readiness for ALL. More precisely, the study sought to identify the students' perspectives on their personal responsibility and that of their professors towards English learning, their ability to act autonomously, and their real application of ALL outside the classroom. A questionnaire was adopted for data collection. The participants were 105 students majoring in English language at a public university in Saudi Arabia. The results showed a relationship between the participants' responsibility towards the process and that of their professors. However, the students assigned more responsibility to their teachers. It was also found that the participants were not confident in their capability to act autonomously in the process of learning English. Finally, the results showed that the participants do not autonomously practice several extracurricular activities mentioned in the questionnaire. Generally, the participants were not ready for ALL, and the study recommended that students' awareness of the advantages of ALL be raised.