Cover not available

Article published In: ITL - International Journal of Applied Linguistics
Vol. 168:1 (2017) ► pp.70–90

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

 | University of Isfahan
 | University of Isfahan
 | University of Isfahan
Published online: 5 October 2017
DOI logo with link
https://doi.org/10.1075/itl.168.1.03jaf
Abstract
This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, V., Spratt, M., & Humphrey, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviour. Evaluation and Research in Education 16(1), 1–18. Google Scholar logo with link to Google Scholar was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.
Article outline
  • Introduction
  • Review of the related literature
  • Method
    • Participants
    • Instruments
    • Data analysis
  • Results
    • Students’ views of their own and their teachers’ responsibilities
    • Students’ views of their own abilities in learning English
    • Students’ engagement in autonomous inside and outside class activities
    • The results of the qualitative data
  • Discussion
  • Conclusion
  • References
References (53)
References
Abdel Razeq, A. A. (2014). University EFL learners’ perceptions of their autonomous learning responsibilities and abilities. RELC Journal, 45(3), 321–336. Google Scholar logo with link to Google Scholar
Abednia, A., & Izadinia, M. (2013). Critical pedagogy in ELT classroom: Exploring contributions of critical literacy to learners’ critical consciousness. Language Awareness, 22(4), 338–352. Google Scholar logo with link to Google Scholar
Abraham, R., & Vann, R. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning, (pp. 85–102). Upper Saddle River, NJ: Prentice Hall International.Google Scholar logo with link to Google Scholar
Ablard, K., & Lipschultz, R. (1998). Self-regulated learning in high-achieving students: relations to advanced reasoning achievement goals and gender. Journal of Educational Psychology, 90(1), 94–101. Google Scholar logo with link to Google Scholar
Atai, M., & Mazlum, F. (2012). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389–411. Google Scholar logo with link to Google Scholar
Benson, P. (2000). Autonomy as a learners’ and teachers’ right. Learner Autonomy, Teacher Autonomy: Future Directions. Language Teaching Research, 3(2), 111–117.Google Scholar logo with link to Google Scholar
(2001). Teaching and researching autonomy in language learning. London: Longman.Google Scholar logo with link to Google Scholar
(2006). Autonomy in language teaching and learning. Language Teaching, 401, 21–40. Google Scholar logo with link to Google Scholar
(2011). What’s new in autonomy. The Language Teacher, 35(4), 15–16. Google Scholar logo with link to Google Scholar
Benson, P., & Voller, P. (1997). Autonomy and independence in Language learning. London: Longman.Google Scholar logo with link to Google Scholar
Bernat, E., & Gvozdenko, I. (2005). Beliefs about language learning: Current knowledge, pedagogical implications and new research directions. TESL-EJ, 9(1), 1–29.Google Scholar logo with link to Google Scholar
Burkert, A. (2011). Introducing aspects of learner autonomy at tertiary level. Innovation in Language Learning and Teaching, 5(2), 141–150. Google Scholar logo with link to Google Scholar
Chan, V. (2001). Readiness for learner autonomy: what do our learners tell us? Teaching in Higher Education, 6(4), 505–18. Google Scholar logo with link to Google Scholar
Chan, V., Spratt, M., & Humphrey, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviour. Evaluation and Research in Education 16(1), 1–18. Google Scholar logo with link to Google Scholar
Cole, J., & Vanderplank, R. (2016). Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System, 611, 31–42. Google Scholar logo with link to Google Scholar
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 231, 195–206. Google Scholar logo with link to Google Scholar
Cotterall, S., & Crabb, D. (1999). Fostering autonomy in language classroom: Implications for teacher education. Guidelines, 141, 11–22.Google Scholar logo with link to Google Scholar
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 24 (4), 24–34.Google Scholar logo with link to Google Scholar
Dickinson, L. (1993). Talking shop Aspects of autonomous learning. ELT Journal, 47(4), 330–336. Google Scholar logo with link to Google Scholar
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 2(3), 203–229. Google Scholar logo with link to Google Scholar
Ellis, R., (2008). The study of Second Language Acquisition. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Feryok, A. (2013). Teaching for learner autonomy: the teacher’s role and sociocultural theory. Innovation in language learning and teaching, 7(3), 213–225. Google Scholar logo with link to Google Scholar
Hsieh, P., & Kang, H. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606–627. Google Scholar logo with link to Google Scholar
Humphreys, G., & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52–61. Google Scholar logo with link to Google Scholar
Kalaja, P., & Barcelos, A. M. F. (Eds.). (2003). Beliefs about SLA: New research approaches. Dordrecht: Kluwer Academic Press. Google Scholar logo with link to Google Scholar
Larsen-Freeman, D. (2001). Techniques and principles in language teaching. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14–29. Google Scholar logo with link to Google Scholar
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71–94. Google Scholar logo with link to Google Scholar
Lüftenegger, M., Schober, B., Schoot, R., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong learning as a goal: Do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 221, 27–36. Google Scholar logo with link to Google Scholar
Macalister, J. (2012). Narrative frames and needs analysis. System. 401, 120–128. Google Scholar logo with link to Google Scholar
Mineishi, M. (2010). East Asian EFL learners’ autonomous learning, learner perception on autonomy and portfolio development: in the case of educational contexts in Japan. International Journal of Arts and Sciences, 3(17): 234–41.Google Scholar logo with link to Google Scholar
Murphy, L. (2008). Supporting learner autonomy: Developing practice through the production of courses for distance learners of French, German and Spanish. Language Teaching Research, 12(1), 83–102. Google Scholar logo with link to Google Scholar
Nasri, N., Vahid Dastjerdy, H., Eslami Rasekh, A., & Amirian, Z. (2015). Iranian EFL teachers’ practices and learner autonomy: Do gender, educational degree, and experience matter? Innovation in Language Learning and Teaching, 9(1), 1–13.Google Scholar logo with link to Google Scholar
Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30. Google Scholar logo with link to Google Scholar
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.Google Scholar logo with link to Google Scholar
(2001). Language learning strategies. In R. Carter & D. Nunan (Eds.), The Cambridge guide to speakers of other languages (pp. 166–72). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2015). Expanded perspectives on autonomous learners. Innovation in Language Learning and Teaching, 9(1), 58–71. Google Scholar logo with link to Google Scholar
Palfreyman, D. (2003). The representation of learner autonomy in organizational culture. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 240–253). Basingstoke: Palgrave Macmillan.Google Scholar logo with link to Google Scholar
Railton, D., & Watson, P. (2005). Teaching autonomy: ‘Reading groups’ and the development of autonomous learning practices. Active Learning in Higher Education, 61, 182–193. Google Scholar logo with link to Google Scholar
Riazi, A., & N. Mosalanejad. (2010). Evaluation of learning objectives in Iranian high school and pre-university English textbooks using Bloom’s taxonomy. The Electronic Journal for English as a Second Language, 13(4), 1–16.Google Scholar logo with link to Google Scholar
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5–22. Google Scholar logo with link to Google Scholar
Riley, P. (1996). ‘The blind man and the bubble’: researching self-access. In R. Pemberton, et al. (Eds.) Taking Control: Autonomy in Language Learning (pp. 251–64). Hong Kong: Hong Kong University Press.Google Scholar logo with link to Google Scholar
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41–51. Google Scholar logo with link to Google Scholar
Saslow, J. & Ascher, A. (2012). Top notch series. Longman: Pearson Education.Google Scholar logo with link to Google Scholar
Schmenk, B. (2006). CALL, self-access and learner autonomy: A linear process from heteronomy to autonomy? In A. W. T. Harden (Ed.), The concept of progression in the teaching and learning of foreign languages (pp. 75–85). Bern: Peter Lang.Google Scholar logo with link to Google Scholar
Schunk, D. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 191, 48–58. Google Scholar logo with link to Google Scholar
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6 (3), 245–266. Google Scholar logo with link to Google Scholar
Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.Google Scholar logo with link to Google Scholar
(2003). Motivation as a socially mediated process. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 90–102). Dublin: Authentik.Google Scholar logo with link to Google Scholar
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 231, 223–234. Google Scholar logo with link to Google Scholar
White, C. (2008). Beliefs and good language learners. In C. Griffiths (Ed.). Lessons from good language learners (pp. 19–34). Cambridge, Cambridge University Press.Google Scholar logo with link to Google Scholar
Williams, M., & Burden, R. L. (1999). Student’s developing conceptions of themselves as language learners. The Modern Language Journal, 831, 193–201. Google Scholar logo with link to Google Scholar
Williams, M., Burden, R., Poulet, G., & Maun, I. (2004). Learners’ perceptions of their successes and failures in foreign language learning. Language Learning Journal, 301, 19–29. Google Scholar logo with link to Google Scholar
Cited by (5)

Cited by five other publications

Xu, Shuyan, Xiang Li & Xianhua Yang
2026. Multilateral interactive teaching model for improving foreign language learners’ autonomous learning ability by using multimedia network technology. International Journal of Electrical Engineering & Education 63:2 ► pp. 158 ff. DOI logo
Inayati, Nina, Rachyani Ayulis Rachmadhani & Berliana Nurmustika Utami
2021. Student’s strategies in online autonomous English language learning. JEES (Journal of English Educators Society) 6:1 ► pp. 59 ff. DOI logo
Fauzi, C., B. Basikin, Sh. Duisenbayeva & G. Kassymova
2020. EXPLORING EFL STUDENT TEACHERS READINESS AND GENDER DIFFERENCES OF LEARNER AUTONOMY. THE BULLETIN 1:383 ► pp. 288 ff. DOI logo
Tai, Hung-Cheng, Chun-Ming Chen, Yuan-Hsiung Tsai & Hsiu-Ling Chen
2020. 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), ► pp. 164 ff. DOI logo
Alizadeh, Iman & Farideh Ebrahimi
2019. Investigating medical students’ readiness for technology-mediated autonomous learning situations in ESP programs. Education and Information Technologies 24:6 ► pp. 3289 ff. DOI logo

This list is based on CrossRef data as of 30 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue