Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

Yosintha, Rolisda; Yunianti, Sukma Shinta

doi:10.31332/lkw.v7i1.2637

Cited by 6 publications

(6 citation statements)

References 18 publications

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“…Corresponding with these above-explained strategies, it is worth underscoring here that Indonesian EFL teachers are also demanded to design more contextual learning enterprises best suit learners' existing learning needs, preferences, interests, and contexts to ascertain a more comprehensive integrativeness between their autonomous as well as responsible learning characters. This strategy aligns with Yosintha and Yunianti (2021) asserting that it is of utmost importance for Indonesian EFL teachers to invent various tailor-made learning activities compatible with existing learners' learning situations to preserve a more stable equilibrium between their accountable and independent learning behaviors. It is worth noting in this regard that innovative learning enterprises are also responsible for improving Indonesian EFL learners' learning autonomy levels.…”

Section: Findings and Discussionsupporting

confidence: 55%

Prompting Factors Cultivating Indonesian Efl Learners’ Learning Autonomy Behaviors

Wijaya¹

2022

JBLS

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Previous research results unearthed that highly-autonomous EFL learners are more inclined to possess a higher sense of ownership of their learning enterprises owing to the advanced level of learning management. This library study was a further attempt enacted by the researcher to profoundly investigate particular factors believed to cultivate Indonesian EFL learners’ learning autonomy behaviors. In light of this major research objectivity, 30 previous learning autonomy literature were selectively selected to shed clearer enlightenment for Indonesian EFL experts, practitioners, curriculum designers, and educators to start internalizing various meaningful learning activities consolidating learners’ autonomous learning behaviors. Generally speaking, the obtained research results unveiled that the constant nourishment of Indonesian EFL learners’ learning autonomy behaviors can be insured in case second language teachers are committed to promoting more facilitative and innovative learning enterprises in their daily routines. In conformance with these research results, it is of foremost importance for second language teachers to organize their classroom learning dynamics harmonious with learners’ specific learning situations to advance their autonomous learning behaviors to greater development.

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Section: Findings and Discussionsupporting

confidence: 55%

Prompting Factors Cultivating Indonesian Efl Learners’ Learning Autonomy Behaviors

Wijaya¹

2022

JBLS

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“…Learners would actively seek resources to develop their understanding and so inspire them to be more self-reliant through projects relevant to realworld situations. ( Yosintha & Yunianti, 2021) Finally, to foster the development of autonomous learners in EFL online learning. It appears that the EFL teachers should be more deliberate in their selection of learning activities and classroom settings that promote the growth of learners' autonomy in online learning settings.…”

Section: How To Shape Autonomous Learners In Efl Online Learningmentioning

confidence: 99%

“…(Little, 2003) Most research has proven the value of emphasizing learner autonomy, whether in an offline or online learning setting of EFL learning. Some studies have been focused on hybrid and or purely online learning, such as in virtual classes (Bedoya, 2014), in hybrid learning (Shams, 2013), and online learning settings (Yosintha & Yunianti, 2021). The studies showed that learners showed positive attitudes regarding their autonomy during EFL learning.…”

Section: Introductionmentioning

confidence: 99%

Shaping Autonomous Learners in Efl Online Learning

Angelianawati

2021

dia

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Abstrak Artikel ini mengulas fenomena otonomi pembelajar dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing di Indonesia. Otonomi pelajar telah menjadi topik yang signifikan dalam pendidikan bahasa baru-baru ini sebagai hasil dari penekanan pada refleksi dan tanggung jawab pelajar untuk proses belajarnya sendiri. Banyak guru bahasa, di sisi lain, yang berkomitmen pada pemusatan dan otonomi pembelajar, berjuang dalam hal bagaimana memelihara otonomi pembelajar atau setidaknya untuk mewujudkan konsep otonomi pembelajar di kelas bahasa terutama dalam konteks pembelajaran saat ini yang telah bergeser dari pembelajaran tatap muka menjadi pembelajaran online, dan kini mulai berubah menjadi pembelajaran tatap muka dan atau blended learning. Tujuan studi ini adalah untuk mengulas permasalahan dan cara untuk membentuk otonomi pembelajar di kelas bahasa Inggris. Kesimpulannya, membentuk pembelajar otonom dalam lingkungan pembelajaran bahasa Inggris sebagai bahasa asing harus mempertimbangkan prinsip-prinsip pembelajaran otonom. Pendampingan guru tidak boleh absen selama proses pembelajaran bahasa melainkan memfasilitasi proses tersebut, walaupun inti dari belajar otonom adalah menuntut peserta didik untuk belajar secara mandiri. Kata kunci: pembelajar otonom, Bahasa Inggris sebagai bahasa asing, pembelajaran online Abstract The paper focuses on learner autonomy in the English as a Foreign Language (EFL) learning context in Indonesia. Learner autonomy has become an essential topic in recent language education due to an emphasis on learner reflection and taking responsibility for one’s learning processes. Many language teachers who are committed to learner-centeredness and autonomy struggle with how to nurture student autonomy or at the very least to promote the concept of learner autonomy in the language classroom, especially in the current context of learning which has shifted from face-to-face to online learning, and now starting to change into face-to-face and or blended learning. The study’s objective is to ascertain the ways and issues shaping learner autonomy in EFL online classrooms. In conclusion, shaping autonomous learners in an EFL environment should consider the principles of autonomous learning. Teachers’ assistance should not be absent during the language learning process but facilitate the process, even though the essence of autonomous learning is to require learners to learn independently. Keywords: autonomous learner, EFL, online learning

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“…Given the rapid technological advancements and the global pivot towards online education, comprehending EFL teachers' perspectives, beliefs, and experiences in online language instruction becomes imperative for adept implementation and continual refinement of digital teaching methodologies. Recent research underscores the role of online platforms in fostering learner autonomy and self-directed learning among EFL students (Stickler et al, 2021;Yosintha & Yunianti, 2021). These insights offer valuable guidance on how EFL educators can leverage online learning environments to nurture learner autonomy and empower students to steer their language learning journey.…”

Section: Introductionmentioning

confidence: 99%

Validation of the adapted attitudes toward online teaching scale for Iranian EFL teachers: A Rasch model analysis

Kianinezhad

2024

Pedapub

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This study addresses a critical gap by adapting and validating an instrument aimed at evaluating the perspectives of Iranian English as a Foreign Language (EFL) teachers in online teaching. Leveraging 'Attitude Toward Online Teaching' scale, the survey involved 160 Iranian EFL teachers. The precise adaptation and analysis methods, centered on the Rasch measurement model, substantially bolstered the scale's analytical rigor. Subsequently, through translation and validation procedures, coupled with Rasch models, affirmed the scale's robust reliability and validity. Establishing validity evidence for the translated scale involved data fitting to the Rasch model, substantiating the cross-cultural validity of both the construct and the Persian test version. Participant responses were pivotal in identifying and eliminating items that did not align well, resulting in a more refined 24-item version which indicates unidimensionality of the scale. Additionally, the discernible differentiation among the scale's categories, evident in the sequence of category thresholds in participant responses, underscores their substantial importance. The consistently high reliability observed across measurement validates the scale's ability to accurately capture attitudes within the Iranian EFL context. This polished Persian adaptation of the instrument emerges as a transformative asset, holding implications for pedagogical practices, curriculum development, and teacher training in online EFL education. It marks a significant stride in advancing EFL education in the digital era, introducing a culturally contextualized measurement tool tailored explicitly to the Iranian EFL setting. Lastly, insights empower stakeholders to refine education strategies, advancing the digital educational landscape.

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Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

Cited by 6 publications

References 18 publications

Prompting Factors Cultivating Indonesian Efl Learners’ Learning Autonomy Behaviors

Prompting Factors Cultivating Indonesian Efl Learners’ Learning Autonomy Behaviors

Shaping Autonomous Learners in Efl Online Learning

Validation of the adapted attitudes toward online teaching scale for Iranian EFL teachers: A Rasch model analysis

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