Abstract
Learner autonomy is crucial to the success of Alternative Learning System (ALS) programs, particularly in developing English proficiency. Autonomy promotes increased participation, deeper learning, and improved language skills, enhancing proficiency levels. This study emphasizes the importance of considering the diverse characteristics of ALS learners, such as prior learning experiences, age, and motivation, and how these factors influence language skills development within this unique educational setting. Using a descriptive-correlational design, the study analyzed data from 158 ALS Junior High School learners to determine the relationship between autonomy and English proficiency. The results showed a weak positive correlation (r = 0.219, p = 0.006) between autonomy and proficiency, emphasizing the potential impact of autonomy on the outcome of language learning. Sex (p = 0.099) and time out of school (p = 0.408) had no significant impact on autonomy or level of English proficiency. It provides valuable insights into how learner autonomy affects the English language learning experiences of ALS junior high school learners. Future research should deal deeper with specific factors influencing learner autonomy and its relationship with English proficiency to optimize support for diverse learners within the ALS framework.
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