Readiness for Learner Autonomy in Online Environments: The Case of Thai University Students
DOI:
https://doi.org/10.17507/tpls.1406.05Keywords:
learner autonomy, language learning, autonomous learning, out-of-class language learningAbstract
In Thailand, learner autonomy has been introduced to enable students to manage their learning and engage with the abundant resources available, particularly for English language learning. This study examines the extent of learner autonomy and online language learning behaviors outside the classroom among Thai university students, as well as the factors influencing their autonomy. Quantitative data was collected through a questionnaire from 378 freshmen representing eight faculties: Allied Health Sciences, Medical Science, Public Health, Sciences, Agriculture, Law, Business, and Humanities. The findings revealed a relatively high level of learner autonomy among Thai university students. They were able to establish learning goals, select learning strategies and resources, and be aware of their weaknesses. However, the overall level of online language learning outside the classroom was moderate. Listening to English music was the most popular activity reported. Additionally, gender and English proficiency were identified as significant factors influencing the level of learner autonomy. These findings underscore the effectiveness of introducing learner autonomy but also highlight the need for teacher support in scaffolding online language learning outside the classroom.
References
Alharbi, N. S. (2022). The Effect of Virtual Classes on Promoting Saudi EFL Students' Autonomous Learning [Article]. Journal of Language Teaching and Research, 13(5), 1115-1124. DOI: 10.17507/jltr.1305.26
Andrzej C., Syafi’ul, A., & Pratiwi, R. (2019). Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students. Iranian Journal of Language Teaching Research, 7(2), 1-18. https://doaj.org/article/0c5defa93b4c40679be2abeeed93b951
Ardi, P. (2017). Promoting learner autonomy through Schoology m-learning platform in an EAP class at an Indonesian university. Teaching English with Technology, 17(2), 55-76.
Bedoya, P.A. (2014). The Exercise of Learner Autonomy in a Virtual EFL Course in Columbia. HOW, 21(1), 82-102.
Benson, P. (2011). Teaching and researching autonomy. New York: Longman/Pearson.
Blidi, S. (2017). Collaborative learner autonomy: A mode of learner autonomy development. Singapore: Springer.
Buyukahiska, D. (2017). An Investigation of Learner Autonomy in Turkish EFL Context. International Journal of Higher Education, 6(2), 89-99. DOI: 10.5430/ijhe.v6n2p89
Chan, C. K. K., & Chan, Y. Y. (2011). Students’ views of collaboration and online participation in knowledge forum. Computers & Education, 57(1), 1445-1457. DOI: 10.1016/j.compedu.2010.09.003
Chen, H., & Li, N. (2014). The analysis of factors affecting autonomy of English-major postgraduates. In S. Narayanasmy (Ed.), 2014 International Conference on Social Science ad Management (pp. 250-253). Lancaster, PA: DEstech Publications.
Cheng, C. K., Pare, D. E., Collimore, L. AMK., & Joordens, S. (2011). Assessing the effectiveness of a voluntary online discussion forum on improving students’ course performance. Computers & Education, 56(1), 253-256. DOI: 10.1016/j.compedu.2010.07.024
Conttia, L. M. W. (2007). The Influence of Learner Motivation on Developing Autonomous Learning in an English-for-Specific-Purposes Course. [Unpublished master’s thesis]. University of Hong Kong.
Ghobain, E. A., & Zughaibi, A. A. (2021). Examining Saudi EFL University Students' Readiness for Online Learning at the Onset of Covid-19 Pandemic. Arab World English Journal, 3-21. DOI: 10.24093/awej/call7.1
Goulao, M. F., Menedez, R. C. (2015). Learner autonomy and self-regulation in eLearning. Procedia – Social and Behavioral Sciences, 174, 1900-1907. DOI:10.1016/j.sbspro.2015.01.853
Hidayati, T. & Husna, F. (2020). Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning. Langkawi. Journal of The Association for Arabic and English, 6(2), 202-217. DOI: 10.31332/lkw.v0i0.2223
Honarzad, R., & Rassaei, E. (2019). The Role of EFL Learners’ Autonomy, Motivation and Self-Efficacy in Using Technology-Based Out-of-Class Language Learning Activities. JALT CALL Journal, 15(3), 23-42.
Huang, J. & Benson, P. (2013). Autonomy, agency, and identity in foreign and second language education. Chinese Journal of Applied Linguistics, 36(1), 7-28. DOI: 10.1515/cjal-2013-0002
Hsieh, H. C., & Hsieh, H. L. (2019). Undergraduates’ out-of-class learning: Exploring EFL students’ autonomous learning behaviors and their usage of resources. Education Sciences, 9(3), 159. DOI: 10.3390/educsci9030159
Işık, T., & Balçıkanlı, C. (2020). EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning. IAFOR Journal of Education, 8(4), 63–78. DOI: 10.22492/ije.8.4.04
Kırmızı, Ö. & Kıraç, K. (2018). A Comparative Study of Learner Autonomy in Terms of Gender and Learning Contexts. Journal of Graduate School of Social Science, 2(31), 2955-2967.
Ke, X. (2016). On cultivating autonomous learning ability for university students based on web. Theory and Practice in Language Studies, 6(9), 1797. DOI: 10.17507/tpls.0609.11
Koirala, S. (2019). Toward a negotiated autonomy: Culture, teaching perceptions, and participation of Bhutanese refugees in an adult migrant English program in Australia. TESOL Journal, 11(1). DOI: 10.1002/tesj.460
Little, D. (2003). Learner autonomy and second/foreign language learning. In CIEL Language Support Network (Ed.), The Guide to Good Practice for Learning and Teaching in Languages, Linguistics and Area Studies.
Mardjuki, M. (2018). Learner Autonomy: Gender-Based Perception Among EFL Indonesian Students. Indonesian Journal of EFL and Linguistics, 3(1), 1-17. DOI: 10.21462/ijefll.v3i1.46
Nosratinia, M. Saveiy, M. & Zaker, A. (2014). EFL learners’ self-efficacy, cognitive awareness, and use of language learning strategies: How are they associated in theory and practice in language studies? Theory and Practice in Language Studies, 4(5). 1080-1092. DOI: 10.4304/tpls.4.5.1080-1092
O’Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Orawiwatnakul, W., & Wichadee, S. (2017). An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning. International Journal of Instruction, 10(1), 117-132. DOI: 10.12973/iji.2017.1018a
Rungwaraphong, P. (2012). Student readiness for learner autonomy: Case study at a university in Thailand. Asian Journal on Education and Learning, 3(2), 28-40.
Sadaghian, S., Marandi, S. S., & Iravani, H. (2020). Autonomous language learning in a work-cycle: Learners’ perceptions, beliefs and behaviors. Studies in Self-Access Learning Journal, 11(2), 67–85. DOI: 10.37237/110202
Scheb-Buenner, P. (2019). University students’ perception on autonomous learning: A case of private university, Thailand. In ICES 2018: The 1st International Conference on English Studies Organizing Committee (p. 321).
Sangsawang, P. P. (2011). A study of learning efficiency and attitudes toward autonomous learning of students enrolled in foundation English courses. Unpublished research report, King Mongkut’s University of Technology North Bangkok, Thailand.
Saywonpia, A. & Kongthai, A. (2018). Learner autonomy in English as Foreign Language Learning: A study of Out-of-Class English Learning Activities of Tertiary learners. Proceedings of the 1st International Conference on English Studies: Innovative in English Language Teaching and Learning, 237-253.
Shams, I. E. (2013). Hybrid Learning and Iranian EFL Learners’ Autonomy in Vocabulary Learning [Article]. Procedia - Social and Behavioral Sciences, 93, 1587-1592. DOI: 10.1016/j.sbspro.2013.10.086
Sung, Y.-T., Chang, K.-E., & Yang, J.-M. (2015). How effective are mobile devices for language learning? A meta-analysis [Review Article]. Educational Research Review, 16, 68-84. DOI: 10.1016/j.edurev.2015.09.001
Swatevacharkul, R., & Boonma, N. (2020). Learner Autonomy: Attitudes of Graduate Students in English Language Teaching Program in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 176-193.
Tapinta, P. (2016). Thai teachers’ beliefs in developing learner autonomy: L2 education in Thai universities. Language learner autonomy: Teachers’ beliefs and practices in Asian contexts, 96-113.
Tayjasanant, C., & Suraratdecha, S. (2016). Thai EFL teachers and learners’ beliefs and readiness for autonomous learning. 3L, Language, Linguistics, Literature, 22(3), 153-169. DOI: 10.17576/3l-2016-2203-11
Tran, T. Q. (2020). EFL Students' Attitudes towards Learner Autonomy in English Vocabulary Learning. English Language Teaching Educational Journal, 3(2), 86-94. DOI: 10.12928/eltej.v3i2.2361
Victori, M. and, Lockhart W. (1995). Enhancing Metacognition in Self-directed Language Learning. System, 23(2), 223-234. DOI: 10.1016/0346-251X(95)00010-H
Wenden, A. (1991). Learner Strategies for Learner Autonomy. New York: Prentice-Hall.
Yosintha, R., & Yunianti, S. S. (2021). Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices. Langawi. Journal of the Association for Arabic and English, 7(1), 119-133. DOI: 10.31332/lkw.v7i1.2637
Zhang, X. & Cui, G. (2010). Learning beliefs of distance foreign language learners in China: A survey study. System, 38, 30-40. DOI: 10.1016/j.system.2009.12.003
Zong, Q. M. (2018). The Evolution of Learner Autonomy in online environments: A Case Study in a New Zealand Context [Article]. Studies in Self-Access Learning Journal, 9(1), 71-85. DOI: 10.37237/090106
