FORMATION OF EDUCATIONAL AUTONOMY OF STUDENTS OF ECONOMIC SPECIALITIES BY MEANS OF DIGITAL TECHNOLOGIES

Autonomy has become a keyword of language policy in education systems around the world, as the importance of independent learning and new technologies has grown. Now in a fully revised and updated second edition, Teaching and Researching Autonomy provides an accessible and comprehensive critical account of the theory and practice of autonomy. Examining the history of the concept, it addresses important questions of how we can identify autonomy in language learning behaviours and how we can evaluate the wide variety of educational practices that have been designed to foster autonomy in learning. Topics new to this edition include: - Autonomy and new technologies - Teacher autonomy - The sociocultural implications of autonomy With over three hundred new references and five new case studies of research on autonomy providing practical advice on research methods and topics in the field, Teaching and Researching Autonomy will be an essential introduction for teachers and students to a subject at the cutting edge of language teaching and research.

Learning autonomy is a hot research topic in the field of foreign language education in recent years. It emphasizes that learners should learn to manage their own learning process in order to improve their autonomous learning ability. Even though scholars have different understandings about learner autonomy, they all agree that promoting learner autonomy is an important goal of foreign language education. For English major students in China, there is a great necessity to cultivate their learning autonomy due to the rapid development of information society, the goal of modern foreign language education, the particularity of language learning, and even the individual differences between language learners. However, the status quo of Chinese English major students’ learning autonomy is worrying. They not only lack the awareness of learning autonomy, but also lack the abilities of interaction and cooperation. Furthermore, they have a poor use of language learning strategies and poor abstract thinking ability and self-control. Based on the necessity and status quo of English major students’ learning autonomy in China, this paper puts forward many measures for cultivating English majors’ autonomous learning abilities. From the perspective of school education system and environment, measures like giving English teachers greater autonomy in teaching, the reform of graded teaching for English majors, and establishing autonomous learning centers for English major students are recommended. From the perspective of teachers and classroom teaching, the measures include improvement of English teachers’ awareness of learning autonomy, the change of English classroom teaching model, and guidance and training of systematic learning strategies. From the perspective of students and extracurricular learning, the following measures can be taken, which are strengthening of students’ awareness of being independent, effective use of various learning resources and cooperative learning, and being a reflective learner.

The aim of this study is to examine the relationship between learner autonomy and lifelong learning skills of secondary students in foreign language education. The study employed a correlational survey model, one of the quantitative research methods. The population consists of students attending secondary schools in the district of Yunusemre in Manisa province in 2024. The study sample comprises 647 secondary school students, selected using convenience sampling, one of the purposive sampling methods. As data collection tools, the "Learner Autonomy Scale" developed by Orakçı (2017) and the "Lifelong Learning Skills Scale" developed by Çiftcibaşı et al. (2020) were utilized. Data analysis was conducted using SPSS 25.0 statistical software, and Pearson Correlation analysis was performed to determine the relationship between students' learner autonomy and lifelong learning skills. One-Way Analysis of Variance (ANOVA) and Independent Samples T-test were conducted to determine whether or not participants' learner autonomy and lifelong learning skills differed according to various variables. The findings revealed that students' learner autonomy levels were at a high level, while their lifelong learning skills levels were at a moderate level. Based on the correlation analysis conducted, a statistically positive, and low-level significant relationship was found between learner autonomy in foreign language education and lifelong learning skills of secondary school students.

Autonomy appears to be a challenging concept for both language learners and teachers. This article attempts to ascertain the beliefs on learner autonomy (LA) and teacher autonomy (TA) of students on the MA in English Language Teaching and Applied Linguistics at Coventry University (UK) engaging with this concept while reflecting on a distributed MOOC blend flip. This article explores the extent to which a MOOC blended into an existing curriculum can support students in their transition between LA and TA for their professional practice. The paper discusses the interpretations of autonomy in language education, including “technical”, “psychological” and “political” orientations and illustrates two categorises of autonomous perspectives: independent learning and interdependent learning. The article also discusses how blended learning can support language teacher with re-thinking their role. It moreover illustrates, some constraints regarding fostering autonomy in practice and highlights some problematic areas in the reconceptualization of learning and teaching with a MOOC blend.

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

Learner autonomy is widely accepted as one of the educational goals in the 21st century. Additionally, learner autonomy has been found to affect success in language learning. This study aimed to investigate the effects of project-based English instruction on learner autonomy of lower secondary school students. This study employed a one-group pretest-posttest design to collect both quantitative and qualitative data from 39 lower secondary school students attending 14-week project-based English instruction. The quantitative data obtained from the learner autonomy questionnaire were triangulated with the qualitative data collected from the learning logs and the semi-structured interviews. The findings revealed that the learner autonomy of lower secondary school students increased with statistical significance, changing from “low” level to “high” level. All dimensions of learner autonomy were increased significantly. The socio-cultural dimension was developed the most, followed by technical dimension, psychological dimension, and political-philosophical dimension. The two emerging themes from the learning logs and interviews were “using various learning strategies to learn English” and “motivation to learn English”. It could be assumed that the implementation of the project-based English instruction could effectively enhance learner autonomy. Therefore, it is a good option for any English classrooms aimed at fostering learner autonomy. To implement the effective project-based instruction, the English teachers should conceptualize the principles of project-based learning and change the role to become a facilitator. For further studies, the researchers should investigate the effects of the project-based English instruction on the socio-cultural dimension in the onsite classroom.

As the primary and immediate learning context, schools are underrepresented in learner autonomy studies. Scholars’ concerns over the intricate nature of schools lead to inadequate attention on the medium of learner autonomy development. To fill this research gap, a convergent mixed method design included a self-developed questionnaire, and four semi-structured interviews were employed to examine the non-English major sophomores’ learner autonomy during the COVID-19 pandemic. The triangulation of quantitative and qualitative evidence yielded that between a public and a private university, there was a statistically significant difference in English as a foreign language (EFL)s’ motivation for autonomous learning during the COVID-19 lockdown. But other than the degree of motivation, no difference was captured regarding EFLs’ belief and knowledge of autonomous English learning, as well as their metacognitive knowledge. Overall, EFLs were confident about their capacity to do autonomous English learning but engaged in a few systematical autonomous English learning during the COVID-19 pandemic. Based on the results, discussions over Chinese EFLs’ learner autonomy and possible explanations for the motivation differences are included. Pedagogy implications and limitations are elaborated on at the end. Plain Language Summary Using a mixed method design, this study reveals the English as a foreign language (EFL) learner autonomy and the role of schools in differentiating it, during the COVID-19 pandemic. The triangulation of quantitative and qualitative data yielded that despite mainfesting confidence in their capacity for autonomous learning, Chinese EFL learners did not engage in active, systematic autonomous language learning during the lockdowns. The motivation for autonomous English learning differed between universities, with learners from the less prestigious private University Qiu demonstrating more motivation than EFLs from the top public University Nan. The study contributes to understanding EFL learner autonomy during a challenging time of school lockdowns and their motivation issues. It highlights the discrepancy between learners’ self-reported autonomy and engagement in independent language learning. Additionally, it challenges the assumption that learners from prestigious universities would exhibit higher motivation for autonomous learning, showing that motivation can vary depending on the university context.

With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.

In the process of the development of learner autonomy, teachers play a very important role, even determining to some extent whether learner autonomy can be realized. However, there is a lack of strong finks in theories concerning the relationships of learner autonomy, language proficiency, and teacher autonomy. This article explores the relationships between teacher autonomy and learner autonomy in terms of autonomy theory and teaching application and formulates the opinions that teacher autonomy does have positive effects on learner autonomy to some extent and learners with autonomous learning ability can make faster progress in language proficiency than those without learner autonomy

Learner autonomy has become one of the central goals of education worldwide. To support this goal, it is crucial to measure how autonomous learners are and identify the factors that help or limit its development. Although some instruments exist, many are limited in scope, and they are rarely adapted to local contexts. In Morocco, despite the emphasis on autonomy in the educational policies, no scale has been developed to measure it. This article presents the development of a localized Learner Autonomy Measurement Scale (LAMS) for the Moroccan context. The scale is based on three major frameworks: Benson’s (1997, 2001) multidimensional model, Nunan’s (1997) developmental stages, and Tassinari’s (2012) dynamic model. It consists of thirty items across nine indicators, using a 5-point Likert scale, and is designed to capture autonomy as a multidimensional, developmental, and dynamic construct. This article presents the conceptual development and theoretical grounding of a localized scale to measure learner autonomy, providing a foundation for future empirical validation

This paper aims to deal with ways of how to promote learner autonomy among student-teachers, during their passive and active teaching practice through keeping and enriching their portfolios under the model of EPOSTL (European Portfolio of Student Teachers of Languages), bearing in mind that pre-service teacher education needs serious attention of the whole society and especially of the universities preparing teachers. This paper also aims at answering the following questions: What is student-teachers‟ perception of learner autonomy? What are the differences and commonalities between learner autonomy and teacher autonomy? Does autonomy move the focus from teaching to learning? How can EPOSTL promote learner autonomy? Having autonomy in mind, how does EPOSTL make use of self and peer assessment? How does learner autonomy encourage peer support and cooperation? What is the relation between learner autonomy to problem solving and reflective teaching/learning? Does learner autonomy depend on teacher autonomy? How to put some milestones for promoting learner autonomy among student-teachers? The answers to these questions are carefully gathered and analyzed and interpreted through interviews and questionnaires on these issues. So, with this study it is aimed to put some milestones for promoting learner autonomy among student-teachers, who will be in the near future teachers of English, trying to focus on learner involvement, learner reflection and learner language acquisition, and how all these might be implemented in practice, thus combining both learner autonomy with teacher autonomy as the student-teachers need to have both of them.

Buta The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. [A1] The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. [A2] The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided. [A1]S-V agreement [A2]Emerging themes or emerging themes, or emergent themes?

Under the global climate of educational reform, teachers are generally viewed with high expectation as change agents. However, there is less attention to contextual challenges teachers confront in the process of responding to education reform. This thesis reports on a study on teacher autonomy in response to College English (CE) curriculum reform in mainland China which emphasizes learner autonomy as a major curriculum goal. The research questions are: 
\n(1) How is teacher autonomy manifested in their conceptualization of learner autonomy? 
\n(2) How is teacher autonomy manifested in their response to perceived external constraints against learner autonomy? 
\n Tensions between accountability and responsibility are identified as a major issue in research on teacher autonomy. An alternative argument of harmonization between tensions is stated hypothetically. Based on a critical review of five main perspectives on teacher autonomy, i.e. behavioral, cognitive, contextual, political and psychological, theoretical gaps are identified with the proposal of a holistic perspective for investigation of the multiple dimensions of teacher autonomy. With critical synthesis of theoretical perspectives, and drawing on UNESCO’s four pillars of education and traditional Chinese philosophies, a preliminary conceptual framework is proposed for the launch of the study. 
\nThree CE teachers were purposefully selected as research participants. Through analysis of interviews, class observations and documents, the data went through rounds of reduction process to derive themes that reveal patterns of teacher autonomy. 
\n Data analysis went through five stages, i.e. chronological data documentation, theme-based analysis within cases, cross-case analysis for parallel themes, cross-case analysis for developmental patterns and cross-chapter analysis for thesis construction. 
\n This study contributes to research on teacher autonomy contextually and theoretically. It depicts CE teachers’ responses to contextual challenges, and discovers the dominant discourses which shape their responses to the curriculum reform. Primarily, a discourse of a hierarchical order of a one-way assessment system is identified, with a flow from course reviewers to teachers, from teachers to students. Another dominant discourse in CE curriculum reform is an emphasis on teaching techniques which hinder teachers from exploring deeper questions of ‘what’, ‘why’ and ‘who’. A third dominant discourse is on performativity, which carries a constraining force against teacher autonomy as CE teachers are held accountable for conflicts among stereotyped curricular expectation, examination scores, students’ evaluation and publication requirements. 
\n Theoretically, this study discovers three levels of teacher autonomy manifested in conceptualization and facilitation of learner autonomy. Teacher autonomy, according to this study, is not a static tension between the push for administrative accountability and the pull of educational responsibility, as suggested by much of the literature. Rather, it is an ongoing approximation to professional maturity. 
\nAnother theoretical contribution of this study is a holistic perspective of teacher autonomy. It discovers a process of harmonizing accountability and responsibility through cultivation of the less visible inner self, which is just as important as the more visible outer self. Teacher autonomy is thus conceptualized as teachers’ inner freedom to take responsibility to turn external constraints into learning opportunities, hence building a harmonious relationship between the self and the environment.

Student learning independence presents a significant challenge, as numerous students exhibit an undue dependence on peers or instructors and a deficiency in motivation for self-directed learning. This study examines the development of learning autonomy in fourth-grade students at public elementary schools in relation to self-efficacy and parental support. This study used an ex post facto design and quantitative methodology, with a sample of 150 students drawn from a population of 228, using the Taro Yamane formula at a 5% significance level. Data was collected using validated and reliable questionnaires, and normality and linearity were assessed prior to hypothesis testing using Pearson correlation. The findings revealed a significant positive correlation between self-efficacy and learning independence (r = 0.249) and between parental support and learning independence (r = 0.431). The determination coefficient of 0.272 indicates that the combined influence of self-efficacy and parental support is more significantly associated with learning independence (r = 0.521), accounting for 27.2% of the variance in students' learning independence. The findings provide empirical evidence of the synergistic impact in elementary education settings, implying that increasing students' self-efficacy and parental engagement can significantly improve learning autonomy

This study primarily addresses the decline in student learning motivation following the pandemic and explores how different teaching approachesautonomy support, video lecture support, and cooperative learningcan restore it. This study employed a quantitative cross-sectional approach. A sample of 515 middle and high school students was collected from three provinces in Cambodia. Participants ranged from 13 to 18 years old, comprising 42.72% males and 56.70% females. The questionnaire data were analyzed using structural equation modeling (SEM) to test hypotheses and compare outcomes against predictions. Teaching behaviors included student autonomy, video lecture support, and cooperative learning. These three approaches were examined for their effects on subjective task value (internal motivation) and external learning motivation. Extensive testing and data reveal positive correlations between all three teaching methods and student motivation. The article concludes that supporting students' autonomy in learning or their intrinsic learning motivation is highly necessary in the educational process.