Readiness for autonomous English language learning: The case of Indonesian undergraduate students (original) (raw)
Related papers
2020
In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning ac...
Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students
2019
The notion of learner autonomy has attracted the close attention of scholars, teachers, policy makers and researchers in various countries. In Indonesia, while its scope remains limited, learner independence is one of the highlights of the current curriculum. The purpose of this study was threefold: to investigate how Indonesian secondary school students conceptualized the construct of learner autonomy; to ascertain the extent to which students were motivated to learn English; and to estimate how ready they were to participate in the teaching-learning process as autonomous learners. The study employed a mixed-methods approach and recruited 391 participants – EFL students and teachers – from urban and suburban schools, classified as state and private institutions. The data were collected using questionnaires and focus group interviews. The findings revealed that many students were not familiar with the concept of learner autonomy. They also had fairly low motivation to learn English ...
Indonesian Journal of Applied Linguistics
Evidence suggests that autonomous language learning has been one of the primary areas of interest in the field of English Language Teaching due to its fundamental roles in empowering students in taking the responsibility for their learning both in and out of the classroom. This study set out to investigate the structural relationships among the dimensions of English student teacher perception towards their roles and strategies in promoting autonomous language learning and professional autonomy. A total of 357 student teachers of English from Indonesia participated in this study. Eligibility criteria required the participants to have taken courses on English Language Teaching Methodology to ensure their understanding about the concepts of autonomous language learning and their future roles and strategies in fostering and promoting autonomous language learning. Structural Equation Modelling (SEM) with MPlus 7.2 was used to test the models proposed in this study. The findings showed th...
The English-Majored Sophomores’ Self-Perception of Autonomous Language Learning
English Language Teaching, 2019
Learner autonomy, which places the great emphasis on the learners' independent roles and responsibilities in their learning process, has become the main concern of language education for over three past decades. It is important to investigate the language learners' self-perception of their autonomous responsibilities, their possession of autonomous abilities, and their enactment of autonomous in-class and out-of-class behaviors. Thereby, the current study adopted features of a mixed-methods research design to examine these autonomous dimensions as perceived by university learners. A sample of eighty English-majored sophomores from Hung Vuong University, Vietnam was recruited for the current study. Their self-perception of autonomous language learning was elicited through two instruments of a thirty-two-item questionnaire and a nine-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that the majority of the participants positively acknowledged the importance of learner autonomy, discerned their gained autonomous learning responsibilities, recognized their existing autonomous abilities, and unveiled some enacted autonomous learning behaviors inside and outside class.
Learner autonomy and English proficiency of Indonesian undergraduate students
Cypriot Journal of Educational Sciences
This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.
THE CORRELATION BETWEEN LEARNER AUTONOMY AND ENGLISH PROFICIENCY OF INDONESIAN EFL COLLEGE LEARNERS
The present study aimed to investigate the correlation between learner autonomy psychologically defined in the study as a composite of behavioral intentions to do autonomous learning and self-efficacy in relation to autonomous learning, and English proficiency. The sample comprised 120 first semester English-majored students of a state university in Bali, Indonesia. The data were collected from documents and by administering two questionnaires. Multiple linear regression analysis conducted revealed that learner autonomy and English proficiency as defined in the study had a significant, strong, positive relationship. Some suggestions related to the results of the study, especially in the EFL context, are discussed.
An Analysis of Students’ Readiness for Autonomous Learning of English Subject
Journal of English Language Teaching and Education (JELTE)
Tujuan dari penelitian ini adalah untuk mengetahuikesiapan siswa untuk belajar mandiri mata pelajaranbahasa Inggris. Penelitian ini bersifat deskriptif. Sampelpenelitian ini adalah tiga puluh empat siswa kelas sepuluh.Penelitian ini menggunakan metode langsung dan tidaklangsung, yaitu pedoman wawancara dan kuesioner. Analisis data menggunakan metode campuran, danpeneliti menggunakan kuesioner tertutup dan wawancarasemi terstruktur. Data dari kuesioner dianalisis secarakuantitatif menggunakan perangkat lunak Statistical Package for Social Science (SPSS) Versi 22 dan versidesktop Microsoft Excel 2011. Hasil kuesionermelaporkan bahwa skor rata-rata tertinggi adalah 3,18. Sekitar 59% siswa selalu memiliki target prestasi belajaruntuk belajar mandiri dalam belajar bahasa Inggris, dantingkat interpretasi siswa dikelompokkan antara tingkatmenengah dan tinggi. Berdasarkan hasil wawancara, siswasiap untuk belajar lebih banyak tanggung jawab di banyakbidang proses pembelajaran bahasa Inggris....
This study was conducted to investigate the views of Iranian university students regarding responsibility and decision making ability related to autonomous language learning and the practice of autonomous activities inside and outside the classroom. The study also investigated whether or not male and female students differ regarding responsibility and ability views. In order to reach these aims, a questionnaire by Chan, Humphreys, and Spratt (2002) was used and distributed among 133 Law major students at the Law Department of University of Guilan. The results indicated that although students considered their ability level as average, they believed that the responsibility of managing and planning aspects of their learning should be held to their teachers. The findings also showed that gender did not play any role in students' views regarding their responsibility and ability. The results of this study have some implications for course designers, material developers, and teachers to be informed of students' responsibility views. They can take this information into account before promoting the learner autonomy.
Autonomous English learning: Teachers' and students' perceptions
Indonesian Journal of Applied Linguistics, 2019
This study aims at investigating teachers' and students' perceptions of autonomous learning in English language teaching and to what extent the teachers foster students' autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.
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.