Bringing Autonomy to EFL Learners at Qassim University: A Study of the Role of Materials in Learning
DOI:
https://doi.org/10.17507/tpls.1312.24Keywords:
adult learning, EFL, grammar competence, learning, pedagogical materialsAbstract
This research centers on the contextualization of Supplementary and Self-Learning Materials (SSLM) as a means to elevate students' proficiency in grammar. The research delved into the correlation between the learners' attitudes towards learning the English language and their corresponding achievement scores by adopting a quasi-pre-test-post-test-experimental research design for the inquiry. The study participants were 10 cohort EFL learners enrolled at Qassim University, Saudi Arabia. Convenience sampling was judiciously employed in the sample selection process. Prior to and following the implementation of the SSLM interventions, scores were meticulously documented. To ascertain whether or not any improvement seen was significant, the Wilkinson test was diligently applied. The results conclusively revealed a marked increase in the students' achievement scores after the assimilation of SSLM. Surprisingly, the study discerned that there was no discernible relationship between the students' attitudes and their achievement scores, as the data analysis unequivocally demonstrated. The study was enriched by the invaluable recommendations to be offered to the researcher by teacher-evaluators. One overarching suggestion was to fortify and refine the design of the learning materials to ensure seamless alignment with learning goals and enhance overall course efficacy for the benefit of the students. Generally, the study underscores the paramount importance of adapting learning materials to meet the dynamic needs of students in contemporary times. By focusing on the contextualization of SSLM, it was evident that students' grammar competence could be notably elevated, ushering in a new era of effective instructional materials that allowed for greater learner autonomy.
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