Abstract
This paper explores the current practices of learner autonomy among Saudi undergraduates at Preparatory Year, Najran University. The Short List questionnaire developed by Dixon (2011) was administered to measure the use of autonomous learning in English as a foreign language (EFL) context. Quantitative data were gathered from 208 male students in level one. The results of the data analysis showed that the participants experience a low level of learner autonomy (LA) in English language. While the LA dimensions of linguistic confidence, social comparison, and locus of control are considered a weakness for the participants, they had medium averages in information literacy, metacognition, and self-reliance dimensions. Therefore, the study suggests the need for pedagogical treatments like the strategy use instruction to develop LA in the Saudi EFL context.
Highlights
Learner autonomy (LA) has been seen as a revolutionary and resistant approach against the norm in education in general, and language teaching and learning in particular since 1980s
This study aimed at investigating the current practices of LA in English as a foreign language (EFL) context
The Short List scale was administered to decide to what extent the Saudi undergraduates in Preparatory Year at Najran University are autonomous learners
Summary
Learner autonomy (LA) has been seen as a revolutionary and resistant approach against the norm in education in general, and language teaching and learning in particular since 1980s. It is so as many current educational practices in public schools do more to implant dependency rather than to produce autonomous and lifelong learners taking control of their own learning (Al-Saadi, 2011; Grow, 1991). Undergraduates at Saudi universities are required to improve themselves as autonomous learners They should be responsible, make decisions, and display self-confidence. Al-Saadi (2011) and Tamer (2013) state that the current educational system in Saudi Arabia features with the teacher’s dominance and rote learning. This kind of education does not conform to the realities of today’s world, and is unsustainable as it does not provide creative learning activities engaging learners in autonomous learning
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