Arab World English Journal (AWEJ) Volume 11. Number2  June 2020                                                     Pp. 94-113
DOI: https://dx.doi.org/10.24093/awej/vol11no2.8

Full Paper PDF 

 

Preparatory Learners’ Perspectives of Learner Autonomy in the Saudi Context

 

Jameelah Asiri
The English Language Institute, Jeddah University
Jeddah, Saudi Arabia

Nadia Shukri
The English Language Institute, King Abdulaziz University
Jeddah, Saudi Arabia

 

Abstract:
Learner autonomy is a developing concept that has been the focal point of number of research papers investigating language learning. It has been under investigation by number of scholars and researchers over the years, the concept of learner autonomy has been supported by number of researchers, others attempted to prove that it does not fit all learners of different backgrounds. In this research paper, the focus is mainly on learners’ perspectives of learner autonomy, what do they know? To what extent the students understand the concept of learner autonomy?  Developing autonomous learners is an area that needs to be explained. There are limited studies conducted in the Saudi context therefore, this study investigates Preparatory year female EFL students’ perspectives of learner autonomy in the Saudi context. Moreover, it examines whether the learners have the knowledge and the competence to develop their learning. The perspectives and views of 150 learners were collected using a questionnaire. The study follows a mixed methods approach.  The reviewed literature showed that implications of learner autonomy reflected positively on learners (Burkert & Schwienhorst. 2008; Han, 2015). The main findings of this study revealed that students participated in this study had negative perspective of learner autonomy.
Keywords:  Autonomous learning, EFL learners’ perspective, Learner Autonomy, Saudi context

Cite as:   Asiri, J. , & . Shukri, N. (2020). Preparatory Learners’ Perspectives of Learner Autonomy in the Saudi Context. Arab World English Journal11 (2) 94-113.
DOI: https://dx.doi.org/10.24093/awej/vol11no2.8

References

Al Asmari, A. (2013). Practices and Prospects of Learner Autonomy: Teachers’ Perceptions. English Language Teaching10(5), 222-233

Alrabai, F. (2017). Exploring the Unknown. The Autonomy of Saudi EFL Learners, English Language Teaching: Canadian Center of Science and Education, 10(5), 226-227.

Alrabai, F. (2017). From teacher dependency to learner independence: a study of Saudi learners’ readiness for autonomous learning of English as a Foreign Language. Learning and Teaching in Higher Education: Gulf Perspectives: TESOL Journal,14(1), 6-7

Al-Seghayer, K. (2014). The four most common constraints affecting English teaching in Saudi Arabia. International Journal of English Linguistics4(5), 17-26.

Alshmrany, S., & WIlkinson, B. (2014) Evaluating ICT use in Saudi Arabian secondary schools. International Conference on Advanced ICT: 70-75

Baturay, M. H., & Yukselturk, E. (2015). The role of online education preferences on student’s achievement: Turkish Online Journal of Distance Education, 16 (3), 3-12

Benson, P. (2013). Teaching and researching: Autonomy in language learning. New York: Routledge.‏

Benson, P., & Voller, P. (2014). Autonomy and independence in language learning. New York:    Routledge.

Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices: ELT Journal12(7), 1-45.

Burkert, A. & Schwienhorst, K. (2008). Focus on the student teacher: The European portfolio for student teachers of Languages (EPOSTL) as a tool to develop teacher autonomy. International Journal of Innovation in Language Learning and Teaching2(3), 238-252.

Camilleri, G. (1999). Learner autonomy: The teachers’ views. Retrieved from http://archive.ecml.at/documents/pubCamilleriG_E.pdf

Candy, (1991). Self-direction for Lifelong Learning. California: Jossey-Bass.

Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviors. Evaluation & Research in Education, 16(1), 1-18. ‏

Cotterall, S. (1995a). Developing a course strategy for learner autonomy. ELT Journal49(3), 221-220.

Cotterall, S. (1995b). Readiness for autonomy: Investigating learner beliefs. System23(2), 3

Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT journal, 54(2), 109-117.

Çubukcu, F. (2009). Learner autonomy, self-regulation and metacognition: International Electronic Journal of Elementary Education, 2(1), 53-64.‏

Dang, T. T. (2010). Learner Autonomy in EFL studies in Vietnam: A discussion from a sociocultural perspective. English Language Teaching: Canadian Center of Science and Education3(2), 3-9.‏

Debaere, F., Wenderoth, N., Sunaert, S., Van Hecke, P., & Swinnen, S. P. (2003). Internal vs external generation of movements: differential neural pathways involved in bimanual coordination performed in the presence or absence of augmented visual feedbackNeuroimage19(3), 764-776.‏

Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal2(1), 98-109.

Hancock, B., Ockleford, E., & Windridge, K. (1998). An introduction to qualitative research. Nottingham: Trent focus group.

Haughton, G. and L. Dickinson (1988) Collaborative assessment by masters’ candidates in a tutor-based system. Language Testing 5(2), 233-246

Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: learner autonomy in English language teaching: Pergamon, 2(23), 236-237

Holec, H. (1979). Autonomy and foreign language learning. Strasbourg: Council of Europe.

Holec. (1981). Autonomy and foreign language learning. Strasbourg: Council for Cultural Cooperation.

Huang, S. C. (2016). Understanding learners’ self-assessment and self-feedback on their foreign language speaking performance: Assessment & Evaluation in Higher Education, 41(6), 814-815.

Khan, I.A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1252-1251

Kongchan, C., & Darasawang, P. (2015). Roles of Self-Access Centers in the Success of Language Learning. In Innovation in Language Learning and Teaching (pp. 76-88). Palgrave Macmillan UK.

Kumaravadivelu, B. (1991) Language-learning tasks: teacher intention and learner interpretation. ELT Journal 4(5), 98-107

La Ganza, W. (2008). Learner autonomy-teacher autonomy. Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins Publishing.

Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109

Little, D. (1995) Learning as dialogue: The dependence of learner autonomy on teac.her autonomy. System, 23 (2), 175-181

Little, D. (2000). Learner autonomy: Why foreign languages should occupy a central role in the curriculum. In S. Green (Ed), Lew perspectives on teaching and learning modern languages (pp. 24-45). Frankfurt Lodge: Cromwell Press Ltd.

Little, D., & Dam, L. (1998). Learner autonomy: What and why? Language Teacher- Kyoto,22(1),9-10

Macaskill, A., & Denovan, A. (2013). Developing autonomous learning in first year university students using perspectives from positive psychology: Studies in Higher Education38(1), 124-142.‏

Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76-88.

Munir, S. (2015). Learner autonomy among general English students in University Sains Malaysia: Bulletin of Higher Education Research, (1) 9-11.

Oxford, R. L. (2008). Hero with a thousand faces: Learner autonomy, learning strategies and learning tactics in independent language learning. Language learning strategies in independent settings: Cromwell press Ltd.

Phan, H. P., Ngu, B. H., & Alrashidi, O. (2016). Role of student well-being: A study using structural equation modeling. Psychological reports, 119(1), 77-105

Reinders, H. (2014). Personal Learning Environments for Supporting Out-of-Class Language .Learning: English Teaching Forum,  52(4), 14-19

Reinders, H., & White, C. (2016). 20 years of autonomy and technology. How far have we come and where to next? Language Learning & Technology, 20(2) 143-154.

Richards, J. C. (2010). Competence and performance in language teaching. RELC    journal, 41(2), 101-122.

Scott, G. W., Furnell, J., Murphy, C. M., & Goulder, R. (2015). Teacher and student perceptions of the development of learner autonomy: Studies in Higher Education, 40(6), 945-956.

Schmenk, B. (2005). Globalizing learner autonomy: TESOL Quarterly, 39(1), 107-118.

Sercu, L. (2002). Autonomous learning and the acquisition of intercultural communicative competence: Some implications for course development. Language culture and curriculum, 15(1), 61-74.

Smith, R. C. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62 (4), 395-397.

Warschauer, M., & Meskill, C. (2000). Technology and second language teaching. Handbook of undergraduate second language education, 15, 303-318.

Wulf, G., Chiviacowsky, S., & Cardozo, P. L. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning: Human Movement Science, doi:10.1016/j.humov.2014.06.004.37, 12-20.

Smith, R. C. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62 (4), 395-397.

Shahsavari, S. (2014). Efficiency, Feasibility and Desirability of Learner Autonomy Based on Teachers and Learners. Point of Views: Theory and Practice in Language Studies, 4(2), 271.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol11no2.8
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Jameelah Asiri has an MA in the TESOL, from English Language Institute, King Abdulaziz
University, Saudi Arabia. She has completed her Bachelors’s degree in Applied Linguistics and
Translation. She has taught English in Yanbu University College, Effat University, and is currently
a language instructor at Jeddah University. Her research interests are Second Language
Acquisition, Second Language Learning and Language Teaching and Learning.

Nadia Shukri has a Doctorate of Education (TESOL) from the Leicester University, United
Kingdom. She is an Associate Professor (Applied Linguistics: TESOL) in the English Language
Institute, King Abdulaziz University, Saudi Arabia. She is currently teaching and supervising
graduate students in the Master/TESOL program. Her research interests include Teacher
Education, Second Language Writing, and Blended Learning.