The Practice Of Learner Autonomy In Learning Efl At Grade 11: Abadir Secondary School In Focus
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Date
2011-05
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AAU
Abstract
This study was conducted to investigate the practice of learner autonomy in
learning EFL by grade 11 students of Abadir Secondary School. Since the main
objective of the study was to describe the extent to which learner autonomy was
practiced in the target area, the method employed in the study was descriptive.
To achieve this, questionnaire, interview, classroo,m observ.a tion, focus group
discussion and students' diaries were used for ,d ata collection. Because there
were 60 students and 2 English language teachers, all .o f them, were involved in
the stud-y using questionnaire and interview respectively. Besides, stratified
random sampling method'was used to se'lect students jor focus group 'discussion
and diary writinfJ. The result of the study shows that most grade 11 students of
Abadir Secondary School didn't adequately practice to use cognitive, metacognitive
and socio-affectivfj! strategies in learning English in their own ways.
This is mainly because their teachers did not provide them with adequate
support, opportunity, training, guidance and freedom to do s o. The other factors
that hindered their practices are lack of motivation, lack of self-confidence, lack
of experience and the influence of exams. In conclusion, the study indicates that
learner autonomy was adequately practiced in learning EFL by most grade 11
students of Abadir Secondary School and English language teacher didn't play
adequate roles in helping the s tudents practice learner autonomy. Therefore,
teachers are recommended to play the central role in creating opportunities for
students to learn and practice the language. Students should also take
responsibility for their own learning and learn English in their own ways. In
addition, further study should be conducted in order to arrive at a
comprehensive conclusion.
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the method employed in the study was descriptive