Indonesian EFL Students’ Perceptions on Learning Autonomy in Online Learning Delivery Mode

Abstract

The online learning delivery method is increasingly used in the teaching and learning process at universities. This type of learning is relatively new to students, in particular to Indonesian EFL students. Students' learning autonomy in an online learning system is inevitably required. Autonomy in online learning and in offline learning can be differently perceived by the students. This study aimed at revealing EFL students' perception on learning autonomy in an online learning method. A questionnaire was used as the single instrument to obtain data from 35 students of the English Education Study Program of Tarbiyah and Teacher Education Faculty, State Islamic University Raden Fatah Palembang. The study sample was selected using opportunity sampling, and data were analyzed using a simple percentage statistic formula. The study results indicated that the majority of the students perceive online learning as independent learning in which they must have self-learning awareness and motivation, self-learning responsibility, and self-directed and governed learning. They also perceived that they could develop the problem-solving ability, critical thinking, and learning initiative in autonomous online learning. In the context of learning independently in an online learning system, self-time management is also essential to support their learning optimally.

Implementation of “Merdeka Belajar”: Evolving Learner Autonomy and Speaking Skill through Cultural Discovery Learning Model

“…For instance, the results showed that most students see online learning as independent learning in which they must be aware of and motivated to learn on their own, responsible for their learning, and self-directed and governed in their learning. They also thought that autonomous online learning could help them learn how to solve problems, think critically, and take the initiative to learn (Dalilan, 2021). Basically, several ways can evolve students' independent learning, namely Self-Directed Learning (SDL).…”

Promoting learner autonomy through EFL textbook: the textbook facilitation and the students’ and teacher’s perceptions

“…Numerous studies have investigated the attitudes of EFL teachers toward LA implementation in their teaching (Almusharraf, 2020;Lengkanawati, 2017;Ningsih & Yusuf, 2020;Yuzulia, 2020;Yuzulia & Yusuf, 2019), as well as the perspectives from students (Boonma & Swatevacharkul, 2020;Dalilan, 2021;Tuan, 2021). Lengkanawati (2017) found that the majority of the teachers participating in her study were eager to bring LA principles into teachinglearning practices, regardless of the challenges in its implementation.…”

“…Studies on LA have been widely explored (Almusharraf, 2020;Boonma & Swatevacharkul, 2020;Dalilan, 2021;Lengkanawati, 2017;Ningsih & Yusuf, 2020;Tuan, 2021;Yuzulia, 2020;Yuzulia & Yusuf, 2019). However, there has been only…”

Prompting Factors Cultivating Indonesian Efl Learners’ Learning Autonomy Behaviors

“…There were five previous studies pertaining to the major theme of this present library study. The first study was conducted by Dalilan (2021) who discovered that the majority of Indonesian university EFL learners were capable of elevating their learning autonomy characters after being supported by meaning-making and contextual learning dynamics. Istiqomah (2020) uncovered that a vast majority of Indonesian university EFL learners were skilled at comprehending various listening contents autonomously since their lecturers addressed a wide variety of authentic listening materials.…”