Exploring Learners’ Autonomy in Online Language-Learning in Stai Sufyan Tsauri Majenang

Abstract

The impact of the coronavirus outbreak on the education system is inevitable that higher education institutions choose to transform their instructional practices to entirely online using specific platforms. This shifting comes with challenges to students as they are demanded to be independent and autonomous. This study investigated the students’ readiness and perception towards being an autonomous learner in online language-learning. This case study investigated 25 students who joined online language learning by the WhatApps group in an English department of STAI Sufyan Tsauri Majenang. The data were gained by giving an online questionnaire, having an online interview with some students who were chosen randomly, and also assigning students self-report. The data showed that the students do not have enough autonomy in online language-learning. It means that the students are not ready to be autonomous learners in online language learning. The result of the study indicated that the students prefer having a face to face class and direct guidance from the teacher where 66.9% of the same students prefer learning in class or face to face meeting. In comparison, only 18.5 % who share no problem having an online class. 14.6% of them enjoy both options. This finding suggests that teachers need some strategies to promote and foster students’ learner autonomy to achieve learning objectives in online language learning.

Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

“…However, in terms of perceptions about teachers, based on the traditional interpretation of these results, Saudi learners indicate a low LA level; like their Saudi counterparts in Al-Jarf (2020), Asiri and Shukri (2020). Therefore, especially by revealing dependence on teachers and clinging attitudes towards them, participants in this study are similar to their EFL, middle-eastern, and Asian counterparts in Bekleyen and Selimoğlu (2016), Albadry (2018), Abdelrazeq (2018), Al-Jarf (2020), Asiri and Shukri (2020), Muliyah et al (2020), andGhobain (2020). Findings generally confirm previous studies in Saudi, Arab, and EFL contexts, in terms of relatively similar degrees at specific autonomy dimensions, namely high levels of awareness, moderate level of activities, and heavy reliance on teachers.…”

“…Motivated by similar incentive to that of the current study, with shifting to online learning platforms as an impact of the pandemic in Indonesia, Muliyah et al (2020) realized the necessity for examining the students' readiness and perception about autonomous learning. Their study employed an online questionnaire and interview as methods.…”

The Effect of Using Dictogloss on Students’ Listening Comprehension Achievement

“…They should be taught step by step based on the easier lever to the harder one. This activity needs the role of teacher as the knowledge provider, facilitator, manager, resource, and counselor (Muliyah et al, 2020). National examination demands them to be able to finish 30% of its question in listening section.…”

Readiness for Online Learning: Learners’ Comfort and Self-Directed Learning Ability

“…This is partly because of the resistance to change of both learners and teachers who have become habitual to the traditional method of teaching and learning. Moreover, becoming virtual learners also means that learners have to adopt a new mindset for learning which is quite divergent from the one in traditional teaching and learning environments (Muliyah et al, 2020). To illustrate, there is a huge demand for independence and self-control for a real accomplishment.…”