Open AccessThe Good, the Bad and the Unthinkable of Learner Autonomy in EFL
Author(s) -
Henry Sevilla Morales
Publication year - 2020
Publication title -
letras
Language(s) - English
Resource type - Journals
eISSN - 2215-4094
pISSN - 1409-424X
DOI - 10.15359/rl.1-67.6
Subject(s) - listening comprehension , psychology , autonomy , promotion (chess) , active listening , comprehension , learner autonomy , pedagogy , subject (documents) , mathematics education , language education , linguistics , political science , computer science , library science , comprehension approach , communication , politics , law , philosophy
This study assesses the relation between self-evaluation and the development of learner autonomy (LA) in English as a foreign language (EFL). Using action-research, the investigation included 22 first-year students taking an oral communication and listening comprehension course in English at the Universidad Nacional, Costa Rica. Data collection instruments included weekly plan sheets, student diaries, and student portfolios and were subject to several validity measures. Broadly, findings suggest a connection between self-evaluation and the promotion of LA in EFL in four areas: time management, self-awareness and goal-setting, sense of achievement, and skills integration.