Exploring the Factors and Levels of Students’ Autonomy in Language Learning

Abstract

Students’ autonomy is important in language learning since students’ autonomy is considered one of the elements in successful language learning. This study aimed to explore the students’ autonomy levels in language learning by considering the characteristics of autonomous students and the factors that affected students’ autonomy. As a mixed-method study, this study combined questionnaires and interviews as the instruments. The sample of this research was 34 students of XII MIPA 1 of SMA Negeri 2 Semarang. The quantitative data regarding students’ autonomy levels showed: emerging (0%), beginning (14.12%), intermediate (57.60%), and advanced (28.28%). It indicated that the majority of the students’ autonomy level in language learning is considered at the intermediate level. While the mean of quantitative data regarding the factors influencing students’ autonomy showed: students’ role (21.13%), teacher’s role (21.83%), task (16.90%), environment (21.83%), material (18.31%). It indicated that students agreed that students’ autonomy was influenced by those supporting factors. The qualitative data revealed that the students’ autonomous skills were also supported by several factors, such as students’ goals and motivation, teacher and students’ bond, learning materials and activities, and a supportive learning environment.

The Impact of Self-Monitoring Strategy on Students' Narrative Text Speaking Ability

“…This finding aligns with research from several researchers (Jaya et al, 2022;Suchona & Shorna, 2019). There are several different reasons why students face difficulties in speaking, including: Pronunciation problem: for many students, difficulty pronouncing English words is a severe barrier because improper pronunciation can lead to uncertainty and misunderstanding between interlocutors (Octaviani et al, 2024). The second is a lack of vocabulary, which students may struggle to enhance their speaking ability without regular practice.…”

Exploring Embedded Contextual Factors and Their Contribution to Facilitating Autonomous Learning

“…This study reported that factors like prior experience, the learning context in terms of exam-oriented assessment, and teacher-dependency (on the part of the learners) due to teachers' spoon-feeding tendency that was adversely mediating the realization of learner autonomy. Similarly, Wiranti & Widiyati (2023) investigated 34 Indonesian learners' perspectives to conceptualize the influence of contextual factors on learner autonomy. The study found that the assigned tasks and activities, teachers' roles, and the learning environment are the important influences that positively support learners' autonomous learning.…”