Arab World English Journal (AWEJ) Volume 11. Number2  June 2020                                                     Pp. 94-113

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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


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.


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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.