Learner Autonomy Research Articles

Self-regulation to develop autonomy in language teacher education

Abstract This article reports on a two-phased research study on the promotion of learner autonomy conducted in a teaching college in Madagascar. Phase one aimed to help English as a Foreign Language (EFL) pre-service teachers improve their writing and simultaneously develop their self-regulated learning (SRL) skills through journal writing in a bespoke nine-week reflective writing course. The course was designed with the belief that promoting learner autonomy necessarily involves reflection on the learning process, goals, and outcomes of learning, and that successful SRL results in increased learner autonomy. In addition, teachers who have experienced learner autonomy are more likely to promote it in their teaching. The collected data from the course consisted of the participants’ journal entries related to each writing task and written reflections on the course, which were submitted to thematic analysis. Phase two took place two years after phase one. Data collection for this phase consisted of Google Form questions and email exchanges that were intended to investigate the long-term impact of the reflective writing course on the pre-service teachers’ ways of learning and on their preparation for their teaching practice. To illustrate the impact of the two phases in detail, this article focuses on two case studies. They were chosen because these two participants showed lack of self-confidence and struggles with writing at the beginning of phase one, and yet, were able to develop their SRL skills, in particular, their goal setting and self-evaluation. This paper provides a unique contribution to the field, since not much research has investigated learner autonomy or SRL in education in Madagascar, and few studies have returned to participants after some time to assess long-term impact.

Research on adolescents' new media literacy and its cultivation

Emphasizing the cultivation of adolescents' new media literacy and their ability to respond to the new media environment is of great significance to the growth of young people. Adolescents can enhance their learning autonomy, broaden their horizons, and meet their personalized development needs by utilizing new media in their studies and daily lives; however, new media has certain adverse effects on the construction of a systematic knowledge system and the development of reading, learning, thinking, and critical abilities in adolescents. Based on the characteristics of new media, this article analyzes the pros and cons of new media's impact on adolescents and preliminarily discusses the cultivation of adolescents' new media literacy from multiple perspectives, including the nation, society, schools, teachers, parents, and students themselves.

Empowering autonomy in language learning: the sustainable impact of data-driven learning on noun collocation acquisition

Empowering autonomy in language learning: the sustainable impact of data-driven learning on noun collocation acquisition

Evaluating the Oral Method in Foreign Language Teaching: Historical Perspectives, Modern Applications, and Pedagogical Insight

This article explores the Oral Method in foreign language teaching, focusing on its historical significance, core principles, and relevance in contemporary education. Originally developed by Harold Palmer and A.S. Hornby, the Oral Method emphasizes verbal repetition, situational learning, and structured grammar acquisition as foundational tools for language proficiency. Through an analysis of its strengths—such as pronunciation accuracy, fluency development, and practical application—and its limitations, including restricted learner autonomy and cognitive engagement, this study highlights the method’s enduring value. The article also discusses the potential of integrating the Oral Method with communicative and task-based approaches, leveraging digital tools and personalized techniques to enhance its effectiveness for diverse learners. Ultimately, the Oral Method’s adaptable principles make it a valuable component of a comprehensive language teaching framework.

Enhancing learner autonomy and performance: A comprehensive exploration of Learning to Learn (L2L) facilitation.

Enhancing learner autonomy and performance: A comprehensive exploration of Learning to Learn (L2L) facilitation.

Recent developments in mobile-assisted vocabulary learning: a mini review of published studies focusing on digital flashcards

This mini review provides a concise overview of recent developments in mobile-assisted vocabulary learning (MAVL) and compares its effectiveness to traditional methods in English as a Foreign Language (EFL) settings. The review synthesizes findings from recent empirical studies, highlighting how MAVL, particularly digital flashcards, promotes learner autonomy, engagement, and long-term vocabulary retention through features like spaced repetition and gamification. Traditional methods such as paper flashcards, while effective in structured classroom settings, lack the interactive and personalized benefits of MAVL. The review also discusses existing research gaps, including the need for further investigation into productive vocabulary use and long-term retention. Future developments in the field may include hybrid approaches that combine the strengths of both traditional and digital methods. This review aims to provide language teachers and researchers with an up-to-date understanding of MAVL and its potential to enhance EFL vocabulary acquisition.

Teachers' Attitudes Towards Learners' Autonomy

In order to be successful in higher education, a balanced cooperation between teachers and students is crucial; Involving students in evaluating and making decisions about their learning is important to foster their autonomy. The present study seeks to examine learner autonomy from teachers´ perspectives with the aim of helping the latter reflect on their practices and find out ways to help enhance students´ academic performance and accompany them on their journey towards autonomy. It builds on previous research into learner autonomy from students’ perspectives, which revealed a great awareness of the importance of learner autonomy among Moroccan university students. The article yielded evidence of very promising ground upon which can be built a culture of autonomy in Moroccan higher education. A mixed method approach was adopted to gather data. First, a questionnaire was conducted among 74 university teachers so as to discover 1) how–and if–teachers fostered autonomous learning behaviour in classes; and 2) what their attitudes toward learner autonomy were. Later, semi-structured interviews were conducted with 5 teachers to consider ways to give learners control over their own learning. The findings have confirmed that teachers play important roles in developing learner autonomy. They need to be facilitators of the learning process so that they can support their students emotionally and prepare them to become responsible for their own learning..Therefore, teachers have to reconsider the multiple roles they might play in order to foster their learners´autonomy.

Advancing autonomy in Tunisian higher education: Exploring the role of technology in empowering learners

This study explores technology-based learner autonomy in Tunisian higher education, focusing on the Raqqada English department. It examines student engagement with technology-driven learning and the challenges faced by educators, highlighting a gap between students' theoretical readiness for self-directed learning and their actual use of digital tools. Utilising a mixed-methods approach, quantitative data were collected from 102 English students via questionnaires, and qualitative data from interviews with 25 educators. Findings reveal that while 80% of students engage in autonomous learning outside the classroom, in-class technology usage is significantly lower, indicating a disconnect with existing infrastructure. Furthermore, 76% of students acknowledge technology's role in supporting diverse learning styles, and 67% link smart classrooms to increased motivation. However, challenges such as limited digital literacy, inadequate training, and poor infrastructure hinder effective technology integration. Educators expressed concerns about rigid teaching methods and insufficient autonomy at earlier educational levels, suggesting that autonomy is better developed at the master's level. The study concludes that enhancing infrastructure, training, and digital resource availability is crucial for advancing learner autonomy. Recommendations include fostering intercultural collaboration through programs like Collaborative Online International Learning (COIL) and implementing varied assessment methods to evaluate learner autonomy better. Additionally, professional development programs for educators and students are necessary to promote autonomy and active learning strategies.

Cultural and Situational Constraints on Undergraduate Students’ Performance of Learner Autonomy in EFL Learning

Cultural and Situational Constraints on Undergraduate Students’ Performance of Learner Autonomy in EFL Learning

Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy?

This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.

Technology-Enhanced Approaches for Teaching English to Law Students: Innovations and Best Practices

This research paper summarizes an investigation into technology-enhanced English language teaching for law students in Medellín, Colombia. It briefly outlines the study's objectives, methodologies, and key findings, focusing on the improved English language proficiency, legal communication skills, and increased student engagement and autonomy due to technology-enhanced learning. Background: The study addresses the importance of English language proficiency for law students in a global legal context and the challenges in teaching English to this group. It reviews relevant literature on technology in language learning, particularly in legal education, establishing the theoretical basis for the research. Materials and Methods: The paper describes a mixed-methods approach involving 40 law students in Medellín. It explains the use of questionnaires for quantitative data and interviews and observations for qualitative data, alongside the methods of data analysis and ethical considerations of the research. Results: Findings from questionnaires indicate positive student perceptions of technology in learning and improvements in language proficiency. Qualitative data from interviews and observations highlight enhanced legal communication skills and increased engagement and autonomy in learning due to technology use. Conclusions: The conclusion synthesizes the study's findings, underscoring the positive impact of technology in legal English education. It discusses the implications for educators and suggests integrating technology into the curriculum. The paper concludes with recommendations for future research, particularly in exploring effective technology-enhanced teaching strategies.

Exploring the Impact of Automatic Speech Recognition on Students' Speaking Skills and Perceptions

The speaking application developed in this research by using the technology of Automatic Speech Recognition (ASR) aims to help students practice speaking autonomously in English. The main objective is to form an interactive application named LINKS, which enhances their pronunciation, fluency, and vocabulary. The design, development, and evaluation of the application were based on survey findings from 28 participants along with principles from the ADDIE model. The findings showed that 82% of the students reported improvement in their pronunciation and speaking skills, while 96% rated the user interface and feedback system positively. The participants also found that the application gave corrective feedback and helped with self-assessment, and real-time scores presented to students which enabled them to handle mistakes much better and even boosted their confidence. Furthermore, the interactive features raised learner autonomy and engagement, demonstrating that ASR-based applications can be an effective tool for enhancing independent learning. This research, concludes that the application can be a useful tool to overcome students' problems in speaking as well may help the language learning process.

Vocabulary Notebooks as a Noteworthy Powerful Instrument in Technical Vocabulary Learning

This research paper attempts to investigate the organization and effectiveness of vocabulary notebooks by distinguishing several benefits the implementation of this technique brings in the acquisition of technical terminology through an “English for Specific Purposes course”. When tackling with language learning, it is needless to emphasize the noteworthiness and the importance of vocabulary in this process. Appertaining to technical terminology, this plays entirely pertinent. Various studies have concluded that vocabulary notebooks (henceforth VN) efficiently expose different learners’ strategies within this single strategy, which led us to research VN. These research data were obtained mainly by applying the observational research technique, a vocabulary oral and written exam, and a comprehensive questionnaire on the effectiveness of the Vocabulary Notebook. Mechanical Engineering, Textile Engineering, and Hydrotechnical Engineering students at the Polytechnic University of Tirana were selected to obtain the data. The observation is partly overt and partly covert. Students of Mechanical Engineering and Textile Engineering (75 students) are the treatment group wherein the Mechanical Engineering students are an overt group and the Textile Engineering students serve as the covert observational group while on the other hand, the Hydrotechnical Engineering (45 students) students are the control group. The data were obtained during and at the end of the semester. Throughout the observation all along the 1st semester, it was perceived that most of the students organized their VN by utilizing mainly Microsoft Word downloaded on their Smart Phones, while the rest used the traditional paper notebook to organize their technical VN. The organization of the VN reflected the strategies each of the students implemented to learn technical terminology. At the end, students were tested on their acquired terminology through an oral and a short-written exam and then a questionnaire was handed to them. The students of the overt group making use of a digitalized form of a Notebook resulted to have acquired most of the technical vocabulary. In the main, the overt group outperformed the covert group on the acquisition of technical vocabulary, while the control group’s score on the oral exam was significantly below, compared to the all-inclusive treatment group. Students’ questionnaire revealed that overall students had a positive approach to this strategy and they embraced the autonomy acquired throughout the semester by implementing this strategy. With the exception of the effectiveness on vocabulary acquisition, which was on higher levels, this strategy proved itself once again to be an enhancer and promoter of learner autonomy. Keywords: vocabulary notebooks, autonomous learning, technical terminology List of Abbreviations: VN – Vocabulary Notebook, ME – Mechanical Engineering, TE – Textile Engineering

Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university

ABSTRACT This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts.

To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy

There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners’ speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders.

Peer facilitation and teacher‐less pedagogy: A case study of a tertiary EFL listening course

AbstractThe benefits of peer facilitation on the development of students' skills in various fields have been widely discussed. However, we know very little about how teachers could draw on peer facilitation to improve pedagogical designs. This study aimed to investigate the influence of peer facilitation carried out in a tertiary EFL (English as a Foreign Language) listening course on students and teacher's pedagogical improvement. This qualitative case study collected data from four main sources: students' (n = 20) presentation slides; student feedback survey (n = 17) conducted at the end of the 4‐month listening project; teacher's reflective journal; teacher's observation notes. Two researchers adopted the approach of thematic analysis, following the six steps in the process of data analysis. On students' part, results indicate that pre‐facilitation training and teacher‐student communication in the preparation stage helped students improve linguistic, social and affective, cognitive and metacognitive skills. Learner autonomy was reflected in a good showcase of student personalities in peer facilitation and an awareness of demonstrating positionality when selecting materials and designing exercises for listening. On the teacher's part, by providing training for student peer facilitation, monitoring the preparation, observing the presentation, and giving feedback on the facilitation, the teacher gained a profound understanding of student needs, aspirations, and techniques adopted in their facilitation, which in turn helped the teacher improve pedagogical designs.

Exploration and Reflection on the Reform of the "Open Book Exam" in Organic Reactions for Drug Synthesis

Objective: In the era of big data, the traditional “memorization - repetition” learning method is inadequate for addressing the vast and ever - evolving knowledge in courses such as “Organic Reactions for Drug Synthesis”. This article aims to explore how to shift students from “memorization - repetition” to “understanding - application” through educational reform and changes in assessment mechanisms, enabling them to adapt to a rapidly changing knowledge system. Methods: The study analyzed examination data from 9 classes over three consecutive years to assess the impact of implementing “open - book exams” in the “Organic Reactions for Drug Synthesis” course. In the first and third years, a closed - book examination was employed, which is a traditional method that tests studentsʼ ability to recall and apply knowledge without external resources. The second year introduced an open - book examination, the exam allow students to consult materials, promoting a deeper understanding of concepts and the flexible application of knowledge to solve practical problems. Results: The analysis revealed that open - book exams positively influenced studentsʼ ability to understand and apply concepts, fostering greater learning autonomy and creativity. However, issues such as over - reliance on materials and insufficient mastery of basic knowledge were also identified. Conclusion: By examining the “successes” and “failures”, this article offers valuable insights for reforming assessment methods in courses like “Organic Reactions for Drug Synthesis”. Continuous exploration and practice can help educators develop teaching and assessment approaches better suited to the current era, ultimately enhancing studentsʼ comprehensive skills and innovative abilities.

Exploring the Perception of the Impact of Personal Learning Environments (PLEs) in the Generative AI Era in Engineering Education

Objective: This study explores students' perceptions of using Personal Learning Environments (PLEs) in the era of generative artificial intelligence as a learning resource in higher education. The specific objectives are: 1) to determine the current tools that students incorporate into their PLEs and 2) to identify students' perceptions of the use of PLEs for lifelong learning. Theoretical Framework: UNESCO and other institutions recognize lifelong learning as an essential competency for personal and professional development. Personal Learning Environments (PLEs) are considered effective tools for promoting self-directed learning, allowing students to manage their learning processes, especially with the advent of generative artificial intelligence technologies. Method: A qualitative study was conducted with 207 first-semester engineering students from a public university in Peru. Participants were introduced to a training program to develop their PLEs using various digital tools, including generative AI tools such as ChatGPT DALL-E. The instrument used to evaluate students' perceptions was the MUSIC model (Jones, 2009), which focuses on empowerment and usefulness. Results: The results indicate that more than 80% of the students positively perceive PLEs, considering them valuable and empowering tools for achieving their learning objectives. Integrating generative AI tools into PLEs is notable, as it provides a dynamic and personalized learning experience. Most students found PLEs helpful for their future and relevant for promoting lifelong learning skills. Research Implications: The research suggests that PLEs, especially when integrated with generative AI tools, positively impact self-directed learning and promote collaborative and social learning. These findings can inform the development of educational programs and policies that encourage using PLEs as a student-centered learning strategy. Originality/Value: This study contributes to the understanding of the role of PLEs in the context of higher education and generative artificial intelligence. It is one of the first studies to examine students' perceptions of using PLEs with generative AI tools, highlighting their potential to enhance learning autonomy and personalization.

Task-Based Language Teaching: A Systematic Review of Research and Applications

Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.

The blue sky of AI-assisted language assessment: autonomy, academic buoyancy, psychological well-being, and academic success are involved

Artificial intelligence (AI) transforms the educational landscape by radically changing how lessons are taught and students are evaluated. In light of these facts, it is critical to consider learners’ emotional and mental wellness as the building blocks of education. Given these facts, it is imperative to consider learners’ emotional and mental well-being as the fundamental components of education. The key goal of this investigation was to investigate the relationships between learner autonomy (LA), academic buoyancy (AB), psychological well-being (PW), and academic success (AS) in Intelligent Computer-Assisted Language Assessment (ICALA). The current study was conducted on a cohort of 391 students registered in courses at private language institutions in Al-Kharj, Saudi Arabia, who were at the intermediate proficiency level. The following instruments were administered: the Academic Buoyancy Scale, the learner autonomy instrument, the learner psychological well-being, and the academic assessment. Then, to evaluate data and quantify the interaction between LA, AB, PW, and AS, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were applied. The findings underscored the significance of LA and AB in achieving a balance in the PW of EFL pupils, particularly when utilizing ICALA for language acquisition. Additionally, the instructional implications of this study and potential avenues for future research are extensively investigated.