Abstract
Autonomy of English language learners in EFL contexts has long interested scholars to investigate how autonomy is practiced and ways to promote it. However, there seems less research investigating how learner autonomy is practiced among students from different academic competence levels. Therefore, this qualitative study aims to investigate students’ practices and challenges of autonomy in learning English. This study involved two high school students (high and low achievers) in an EFL classroom. Both students' English proficiency was categorized based on academic achievement judgment. The data were collected through online questionnaires designed to gauge students’ frequency in carrying out activities supporting learner autonomy and semi-structured interviews asked to ascertain those activities and identify challenges students face in doing the practices. The study's findings reveal contrastive practices in terms of learning quality and material access among the high and low achievers. Likewise, different considerable challenges are found. The high achiever perceives limited time of learning as the most affecting constraint whereas another participant lacks learning motivation since he feels no relevance between English and his real world. Interestingly, the willingness of both low and high achievers to practice autonomy in learning is similar; notwithstanding, they expect the teacher to always provide them with related materials to be learned inside and outside the classroom. The study’s results suggest teachers fully encourage and facilitate students to engage them with activities supporting their autonomy.
Author Information
Sri Novianti, Universitas Pendidikan Indonesia, Indonesia
Fazri Nur Yusuf, Universitas Pendidikan Indonesia, Indonesia
Paper Information
Conference: ACE2023
Stream: Learning Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Novianti S., & Yusuf F. (2024) Practices and Challenges of Learner Autonomy in English Learning: Voices From High and Low Achievers ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.7
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.7
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