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Arab World English Journal (AWEJ) Volume 16. Number 2, June 2025 Pp. 430-444
Education College, Taibah University, Medina, Saudi Arabia
This paper investigated gifted secondary school students’ English language learning autonomy, addressing the main research question: “What are the levels of language learning autonomy among gifted secondary school students?” The theoretical significance of the current study is represented in its potential to make significant contributions to the field of language learning and gifted education. It aimed to measure gifted students’ English language learning autonomy in terms of technical, psychological, philosophical, and sociocultural dimensions. The findings of this study, practically and theoretically, are expected to make significant contributions to the field of language learning and gifted education. The participants of the study were 64 gifted secondary school female students enrolled in gifted schools in Al-Madinah, Saudi Arabia. To measure the level of learners’ autonomy, a scale was used. The scale covers the four dimensions of autonomy with a total of fifty-two items. The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions (Mean = 113.50). The results of the study can be pedagogically contributive to programs similar to the study’s context with regard to learner autonomy awareness and learner autonomy development. The study recommended that the study scale should be used in future research to measure the effectiveness of different teaching methods in developing language learner autonomy as a pre- and post-research tool.
Alfares, N. S., & Alzobiani, I. A. (2025). Exploring English Language Learning Autonomy among Gifted Secondary School Students in Saudi Arabia. Arab World English Journal, 16(2): 430-444.
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Nurah Alfares is an associate professor at the Education College, Umm Al-Qura University, Makkah, Saudi Arabia. She is interested in thinking skills, cooperative learning, English language teaching strategies, flipped learning, and using media in teaching. https://orcid.org/0000-0002-7728-5812
Iman Alzobiani (corresponding author) is an assistant professor at the Education College, Taibah University, Medina, Saudi Arabia. She is interested in curriculum development, instructional technology, gifted education, and teacher education.
https://orcid.org/0000-0002-8336-3696