Learner Autonomy in Language Learning: Syrian Refugee EFL Learners’ Perceptions and Readiness

Abstract

This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. It also investigated the effects of grade and gender on learners’ perceptions. A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; nevertheless, both had caused statistically significant differences in terms of sub-scales. While the 8th graders in this study perceived themselves as being more autonomous in terms of experience in language learning, the female students seemed more autonomous in terms of their perceptions of the role of teachers and feedback. Additionally, although the learners’ perceptions regarding autonomy were slightly lower than their readiness for autonomy, there was a statistically significant relationship between their perceptions of learner autonomy and their readiness for autonomy in language learning. When their perceptions about learner autonomy increased, their readiness for autonomy also increased.

English Language Teachers' Perceptions and Practices on Learner Autonomy in Nepalese Context

“…This finding is similar to the finding made by Borg and Alshumaimeri (2019) and Borg and Al-Busaidi (2012). "Motivation is essential for affecting the manifestation of learner autonomy" (Bozkurt & Arslan, 2018;p.120) both in and outside the classroom. Chan, Spratt and Humphreys (2002) support this idea by claiming that higher motivation levels enable learners to participate more in autonomous learning activities outside the classroom.…”

Toward a negotiated autonomy: Culture, teaching perceptions, and participation of Bhutanese refugees in an adult migrant English program in Australia

“…They might be “overwhelmed by things they observe for the first time, such as new teaching styles … freedom to express their opinion in public and all sorts of cultural expectations” (Oxford & Gkonou, , p. 411). Therefore, as Chan () suggests, before making any attempt to implement autonomy‐supportive strategies, teachers should investigate refugee students’ perceptions of autonomy (Bozkurt & Arslan, ) and how ready they are to undertake new roles.…”

“…Refugee‐background learners who have experienced trauma, torture, hardships, or prolonged periods of refugee camp life may perceive themselves as being less capable of performing as autonomous learners (Bozkurt & Arslan, ). Their motivation for autonomous learning might be impeded by their premigration cultural experiences such as obedience, loyalty, fear, conformity, and respect for authority and trauma‐related impacts such as dissociation, attention difficulties, and dropouts (Gordon, ).…”

Becoming an Autonomous Learner in Nepalese EFL Context An Autoethnographic Study

“…Almusharraf's (2018) study explored that adult learners' levels of autonomy are influenced by their teachers' practices. In the study of Bozkurt and Arslan (2018), the female students seem more autonomous in terms of their perceptions of the role of teachers as well as feedback. Godwin-Jones (2019) explored that learner autonomy is successfully promoted by using digital devices in learning.…”

“…So far I consulted the previous research studies regarding learner autonomy in various EFL contexts done by Al-Khawlani (2018), Almusharraf (2018), Bozkurt and Arslan (2018), Godwin-Jones (2019), Jora (2020), Negi (2019), Panta (2019) and Yuzulia (2020). Among these research studies, Al-Khawlani's (2018) study revealed that there was a significant difference between Polish and Yemeni learners in some of the learning categories.…”