Version 1
: Received: 31 October 2022 / Approved: 2 November 2022 / Online: 2 November 2022 (10:45:34 CET)
How to cite:
Arshad Ali, M.; Alam, A. Examining Learner Autonomy in EFL Learning of the Undergraduate Students. Preprints2022, 2022110053. https://doi.org/10.20944/preprints202211.0053.v1
Arshad Ali, M.; Alam, A. Examining Learner Autonomy in EFL Learning of the Undergraduate Students. Preprints 2022, 2022110053. https://doi.org/10.20944/preprints202211.0053.v1
Arshad Ali, M.; Alam, A. Examining Learner Autonomy in EFL Learning of the Undergraduate Students. Preprints2022, 2022110053. https://doi.org/10.20944/preprints202211.0053.v1
APA Style
Arshad Ali, M., & Alam, A. (2022). Examining Learner Autonomy in EFL Learning of the Undergraduate Students. Preprints. https://doi.org/10.20944/preprints202211.0053.v1
Chicago/Turabian Style
Arshad Ali, M. and Alaul Alam. 2022 "Examining Learner Autonomy in EFL Learning of the Undergraduate Students" Preprints. https://doi.org/10.20944/preprints202211.0053.v1
Abstract
The study examined the learner autonomy in EFL learning at the undergraduate level in the context of Bangladesh. It investigated the effectiveness of learner autonomy on EFL learning. Besides, it explored the factors affecting autonomous learning in English language class. This study adopted a mixed- method approach. Data were collected from 60 students who had just completed their second semester at a private university in Dhaka city. The respondent students attended the compulsory English foundation course including their two semesters. Data were also collected from 12 ELT teachers teaching at the tertiary education level. Five EFL classes were observed following a sample of classroom observation schedule. Both open-ended and closed-ended questionnaires were used by the researchers for collecting the data from the students and teachers. Major findings of the study showed that lack of confidence, teachers’ dependency, lack of motivation, short-term goals in learning, huge confusions and confinement in memorization, tendency of using mother tongue and unawareness to self-evaluation of students affected learner autonomy in EFL learning of the undergraduate students. However, the study revealed that motivated students hardly faced any difficulties in achieving maximum outcomes with autonomous learning in the EFL class. Finally, the researchers gave a number of recommendations to bring out effective EFL learning with learner autonomy.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
