Student perspectives on promoting learner autonomy in English language learning

Abstract

The paper investigates students’ opinions of the teacher’s practices to promote learner autonomy in English language learning with 14 items covering four main aspects: learning resources, learning activities, student involvement in content selection and grading, and teachers’ support. Data were collected from 375 non-English major students taking their module 2 English course. An open-ended question was included to solicit students’ ideas for improving learner autonomy. The findings show that the students highly appreciate a wide variety of learning resources and their involvement in grading and content selection. Additionally, they indicate that counseling on learning strategies is what they most need, along with constant support and encouragement. Finally, the paper draws nine key aspects in promoting learner autonomy in English learning, which consist of learning activities; learning resources; empowerment in content selection and assessment; goal setting; interest attraction; teachers’ support, counsel and encouragement; teacher-student and student-student relationships; reflection; and technological involvement.