Open AccessLearner’s Autonomy In English As A Foreign Language Teaching And Learning
Author(s) -
Rahma Sakina,
Eva Meidi Kulsum,
Bachrudin Musthafa
Publication year - 2022
Publication title -
biormatika : jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Language(s) - English
Resource type - Journals
eISSN - 2580-6335
pISSN - 2460-3961
DOI - 10.35569/biormatika.v8i1.1198
Subject(s) - learner autonomy , autonomy , class (philosophy) , dimension (graph theory) , context (archaeology) , mathematics education , psychology , pedagogy , task (project management) , language acquisition , computer science , language education , political science , engineering , mathematics , paleontology , systems engineering , comprehension approach , artificial intelligence , pure mathematics , law , biology
This article presents the outcome of a case study research which is particularly aimed at investigating dimensions of learner autonomy in EFL teaching-learning particularly in an English education program and situations under which learners learn autonomously. To collect the data, a questionnaire adapted from Murase (2009) was distributed to fourty first-year undergraduate students of a university in Bandung and interview was addressed to nine undergraduate learners. The findings showed that all dimensions of learner autonomy are found and each dimension is reflected in various degrees. The degree of technical and political dimensions of learner autonomy is in respect not as satisfactory as expected. However, the degree of learner autonomy in the psychological and socio-cultural dimension is high enough. There are four major aspects related to situations under which learners learn autonomously, including the subject matter, the lecturer, the time, and the challenging task. It is recommended for further research to investigate learner autonomy in a more specific context of class, for example learner autonomy in a speaking class, in order to get more in-depth data.