Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

Abstract

This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

Autonomous Language Learning at Tertiary Education Level in Saudi Arabia: Students’ and Instructors’ Perceptions and Practices

“…The benefits of autonomous learning are innumerable and beyond dispute. Thus, investigating students' perception of autonomous learning is necessary (Jafari et al 2017). This study reveals that students engage in autonomous learning activities with an overall mean of 3.2 indicating that students have little exposure and experience in autonomous learning at their current institution.…”

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Student’s strategies in online autonomous English language learning

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Autonomous Language Learning Perceptions and Practices in the Japanese Context

“…Students who were less successful in school often worked in groups, did not voice their ideas or ask questions, and relied on the instructor rather than on themselves to evaluate how much they had learned rather than reflecting on their own progress. Futhermore, Jafari et al(2017) examined Persian intermediate and advanced EFL learners' autonomus perceptions and revealed that learners' perceptions were affected by their previous educational experiences. Previous studies have shown that students with high levels of English proficiency are more independent, self-motivated, and self-assured in their capabilities to learn the language (Schmenk,2006).…”