Main Article Content
Abstract
Learning a foreign language is greatly enhanced when learners are autonomous and enjoy a high level of autonomy in a myriad of activities. The current study investigated the levels of autonomy among senior non-native English students and the role of their university instructors in promoting autonomous learning. More specifically, the study examined the autonomous learning levels of 4th year non-native English majors and the role that the university instructors are playing in developing these non-native English majors’ autonomous levels from students' perspectives. The data was gathered by semi-structured interviews. The sample of the study consists of 30 out of 100 students. Data collected were analyzed qualitatively using the thematic analysis method. The results of the study showed that generally non-native English majors enjoy a high level of autonomy in some activities ranging from the beginning to intermediate level. Pertaining to their instructors’ roles in developing and improving their level of autonomy, the results showed that some students do not consider it a teacher’s responsibility, whereas others indicated that it is incumbent upon the instructors to guide and train students on how to be autonomous and improve their level of autonomy. The reasons behind the results of the study, implications and recommendations for non-native English majors and university instructors are discussed.
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References
- Aliponga, J., Gamble, C., & Ando, S. (2011). Verbalization plus automatization plus auton-omy: A simple formula for learner auton-omy. Edited by David Gardner.
- Birjandi, P., & Bagherkazemi, M. (2010). The relationship between Iranian EFL teachers’ critical thinking ability and their profes-sional success. English language teach-ing, 3(2), 135.
- Borg, S., & Al-Busaidi, S. (2012). Learner au-tonomy: English language teachers’ be-liefsand practices. ELT Journal, 12(7), 1-45.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
- Cooker, L. (2012). Formative (self-) assessment as autonomous language learning (Doctoral dis-sertation, University of Nottingham).
- Cotterall, S. (1995). Readiness for autonomy: In-vestigating learner beliefs. System, 23(2),195-205.
- Dam, L. (2011). Developing learner autonomy with school kids: Principles, practices, re-sults. Edited by David Gardner.
- Dwee, C. Y., & Anthony, E. M. (2017). Learner Autonomy in University English Class-rooms: Teachers’ Perceptions and Practic-es. International Journal of Applied Linguistics and English Literature, 6(2), 19-25.
- Everhard, C., & Murphy, L. (Eds.). (2015). Assessment and autonomy in language learning. Springer.
- Griva, E., & Chostelidou, D. (2017). Language awareness issues and teachers’ beliefs about language learning in a Greek EFL context. Selected papers on theoretical and ap-plied linguistics, 19, 213-222
- Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner auton-omy in English language teach-ing. System, 23(2), 235-243.
- Hozayen, G. (2009). Are Arab maritime students ready to become autonomous language Learn-ers? In Proceedings of the 21st international maritime English conference.
- Lamb, T. (2001). Learner autonomy, teacher au-tonomy: Future directions. B. Sinclair, & I. McGrath (Eds.). Longman.
- Murase, F. (2015). Measuring language learner autonomy: problems and possibili-ties.In Assessment and autonomy in lan-guage learning (pp. 35-63). Palgrave Macmillan, London.
- Orawiwatnakul, W., & Wichadee, S. (2017). An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning. International Journal of In-struction, 10(1), 117-132.
- Tassinari, M. G. (2011). Evaluating learner au-tonomy: A dynamic model with de-scriptors. Reading.
- Tassinari, M. G. (2015). Assessing learner auton-omy: A dynamic model. In Assessment and autonomy in language learning (pp. 64-88). Palgrave Macmillan, London.
References
Aliponga, J., Gamble, C., & Ando, S. (2011). Verbalization plus automatization plus auton-omy: A simple formula for learner auton-omy. Edited by David Gardner.
Birjandi, P., & Bagherkazemi, M. (2010). The relationship between Iranian EFL teachers’ critical thinking ability and their profes-sional success. English language teach-ing, 3(2), 135.
Borg, S., & Al-Busaidi, S. (2012). Learner au-tonomy: English language teachers’ be-liefsand practices. ELT Journal, 12(7), 1-45.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cooker, L. (2012). Formative (self-) assessment as autonomous language learning (Doctoral dis-sertation, University of Nottingham).
Cotterall, S. (1995). Readiness for autonomy: In-vestigating learner beliefs. System, 23(2),195-205.
Dam, L. (2011). Developing learner autonomy with school kids: Principles, practices, re-sults. Edited by David Gardner.
Dwee, C. Y., & Anthony, E. M. (2017). Learner Autonomy in University English Class-rooms: Teachers’ Perceptions and Practic-es. International Journal of Applied Linguistics and English Literature, 6(2), 19-25.
Everhard, C., & Murphy, L. (Eds.). (2015). Assessment and autonomy in language learning. Springer.
Griva, E., & Chostelidou, D. (2017). Language awareness issues and teachers’ beliefs about language learning in a Greek EFL context. Selected papers on theoretical and ap-plied linguistics, 19, 213-222
Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner auton-omy in English language teach-ing. System, 23(2), 235-243.
Hozayen, G. (2009). Are Arab maritime students ready to become autonomous language Learn-ers? In Proceedings of the 21st international maritime English conference.
Lamb, T. (2001). Learner autonomy, teacher au-tonomy: Future directions. B. Sinclair, & I. McGrath (Eds.). Longman.
Murase, F. (2015). Measuring language learner autonomy: problems and possibili-ties.In Assessment and autonomy in lan-guage learning (pp. 35-63). Palgrave Macmillan, London.
Orawiwatnakul, W., & Wichadee, S. (2017). An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning. International Journal of In-struction, 10(1), 117-132.
Tassinari, M. G. (2011). Evaluating learner au-tonomy: A dynamic model with de-scriptors. Reading.
Tassinari, M. G. (2015). Assessing learner auton-omy: A dynamic model. In Assessment and autonomy in language learning (pp. 64-88). Palgrave Macmillan, London.