Abstract
Owing to the cardinal and acknowledged importance of autonomy (AU) in learning, especially second-language learning, and influenced by the importance of inspecting its nature and the way it is associated with other psychological/cognitive/metacognitive factors, this research investigated the relationship among English as a foreign language (EFL) learners’ AU, creativity (CR), and critical thinking (CT). The population for this study comprised of undergraduate EFL learners, between the ages of 19 and 40 ( Mage = 22 years), from which 182 male and female subjects were selected via random selection. These participants, who were receiving formal instruction mainly through English, filled out three questionnaires related to CR, CT, and AU. Pearson’s product–moment correlation coefficient was used to analyze the data obtained. The results indicated that there is a significant and positive relationship between EFL learners’ CR and AU, CR and CT, as well as their CT and AU. Considering AU as the predicted variable for this study, it was confirmed that CT makes the strongest unique contribution to explain AU. It is hoped that the results of this study will reveal the nature of AU more and will equip EFL teachers with a wider perspective on the characteristics of AU and the way CR and CT can predict and promote AU among EFL learners.
Highlights
The psychological needs, mental factors, and personal peculiarities of learners are proven to be of paramount importance when we seek to develop a reliable and well-informed theory of teaching and achieve the crème de la crème out of the classroom practice (Lightbown & Spada, 2006)
The relationship between English as a foreign language (EFL) learners’ critical thinking (CT) and CR showed a high degree of significance r = .825), which supports the notion that CR and CT as two principal metacognitive and mental factors are closely related
This finding was supported by previous research where it was reported that both CR and CT significantly intensify and contribute to the quality of mental processes and, as a result, the quality and extent of learning (Agarwal, 1992; Chamot, 1995; Chapple & Curtis, 2000; Jeffrey & Craft, 2001; Halpern, 2014; Kabilan, 2000; Ku, 2009; Scriven & Paul, 2004; Wagner, 1997)
Summary
The psychological needs, mental factors, and personal peculiarities of learners are proven to be of paramount importance when we seek to develop a reliable and well-informed theory of teaching and achieve the crème de la crème out of the classroom practice (Lightbown & Spada, 2006). Current English as a foreign language (EFL) pedagogical trends seem to primarily focus on a studentcentered methodology in which learner AU is given a great value (Akbari, 2008; Bell, 2003; Benson, 2003). This is to say that EFL learners are given a meaningful role in pedagogic decision making by being treated as active and autonomous players (Kumaravadivelu, 2008, 2012).
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