Abstract
This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. It also investigated the effects of grade and gender on learners’ perceptions. A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; nevertheless, both had caused statistically significant differences in terms of sub-scales. While the 8th graders in this study perceived themselves as being more autonomous in terms of experience in language learning, the female students seemed more autonomous in terms of their perceptions of the role of teachers and feedback. Additionally, although the learners’ perceptions regarding autonomy were slightly lower than their readiness for autonomy, there was a statistically significant relationship between their perceptions of learner autonomy and their readiness for autonomy in language learning. When their perceptions about learner autonomy increased, their readiness for autonomy also increased.
Highlights
This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning
A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; both had caused statistically significant differences in terms of sub-scales
The findings and discussion of the research are presented under the following titles of each research question: The Role of Grade on Syrian Refugee EFL Learners’ Perceptions of Learner Autonomy in Language Learning
Summary
This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. In particular, who have students from refugee backgrounds, play a significant role in supporting these students’ potential for autonomy. As expressing oneself is made possible through language, language teachers (especially English language teachers whose missions are to teach the international language) play crucial roles in preparing students for autonomous language learning. In this way, teachers are expected to create a classroom learning atmosphere that supports learner autonomy by taking into consideration learners’ needs and expectations. Behaviors are controlled by experiences and beliefs, and learners’ beliefs can contribute to
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
