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E-ISSN 2597-6850
KEY ISSUES IN EFL AUTONOMOUS LEARNING
Wida Rianti English Study Program of University of Pahlawan Tuanku Tambusuai widarianti@universitaspahlawan.
ABSTRACT
This paper provides an overview of key issues for EFL autonomous learning.
The purpose is a concise summary of ideas that should support more effective learning and develop independent students.
The paper first outlines the nature of autonomous learning, particular in academic contexts, pinpoints the knowledge bases needed for EFL learner autonomy and recognize its advantages.
From this foundation, a set of research implications for instruction are noted.
These implications, in turn, form the basis for recommended teaching practices that will shape autonomous learning.
The article concludes by noting the need for additional research to validate, and to provide new insights into, effective learner Key Words: autonomous learning, learner autonomy, autonomous learning INTRODUCTION The concept of autonomous learning was first associated with adult education (Little, 2.
Autonomy is not automatic.
But we have learned to acquire through practices.
Being an autonomous learner, we have to be aware of our capacity and willingness with an emphasis on conscious reflection and decision making (Sinclair, 2.
Despite the hardness of having one perfect definition of autonomous learning, later it is defined as the ability to take charge of oneAos own learning (Chan, 2001.
Joshi.
Berkleyen and Selimoglu.
It is widely recognized in EFL contexts, autonomous learners are the critical and the goal of advanced and university learning setting.
I will first review the definition of learning autonomy and the way that it is practiced beyond the classroom.
This foundation helps define the Aucontexts for application of autonomyAy of learner autonomy, here viewed as the integration of many component skills.
Determining the construct then provides the rationale for the development of autonomous learning and various ways and modes to enhance students learning.
The focus of this paper will not be an extensive review of autonomous construct.
That has been developed in more details in other sources (Balcikanli, 2010.
Joshi.
Instead, the goal is to draw connections from autonomous learning practices to potentially effective ways to learn independently.
ANALYSIS
Autonomous Learning: the Concept There has been a lot of definition concerning the concept of autonomous Learning autonomy is seen as a learner reflection and taking Vol.
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responsibility for his own learning process (Lamb and Reinders, 2006.
Benson, 2007.
Murphy, 2008.
Smith Little.
Correspondingly, the notion of having the power and right to learn for learners isa pivotal aspect for learner The most commonly accepted way for researcher to promote EFL learner autonomy autonomy-supportive instructional (Wallace and Sung, 2.
, learnersAo engagement (Xhaferi and Xhaferi, 2.
, and computeraided material (Wang, 2010.
Pop.
These autonomy-supportive teaching practices influence studentsAo attitude toward learning process.
The identification of these supportive conditions has been the outcome of many studies, and it remains the source of much current In such a framework, represents a preference for studentsAo empowerment (Wallace and Sung.
In this section, research is reviewed that support the relationship between learner autonomy and Much of the research has been conducted in student teachersAo beliefs (Joshi, 2011.
Razeq, 2014.
Wallace and Sung, 2016.
Szocs, 2.
, perceptions (Chan, 2003.
Balcikanli, 2010.
Cakici, 2.
and practices (Borg and A-Busaidi, 2012.
Alhaysony, 2.
How Autonomous Learning Works In this brief section.
I divided autonomous skills into teachersAo and studentsAo roles in fostering learner All of practices occur in the classroom setting which can be understood as a sense of autonomy.
TeachersAo attitude does not always In some respect, teachers get
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difficulties in creating such an autonomy culture in classroom It needs autonomous skills in their teaching training.
StudentsAo readiness for autonomous learning is also often questioned.
Research on studentsAo practices has shown that they revealed little autonomy in their learning (Demirtas and Sert, 2.
while some others exhibited a positive attitude of autonomy in their achievement (Yildirim, 2.
Focusing teachersAo autonomous-learning experiences have been found as an important source in creating an (Balcikanli, 2.
As Barfield et al.
claimed that teachers should be autonomously behave to help the students learn independently.
It will be conflicting to internalize a sense of autonomy unless teachers have themselves inexperienced.
Following that, autonomy training to respond the demand of constructive classroom is (Balcikanli.
When teachers realized the studentsAo engagement in the learning process is effective in the learning process, they will positively practice autonomous learning activities.
Research on teachersAo beliefs and practices regarding learner autonomy has shown that this responsibility remains the teacher as the key context where learner autonomy can be stimulated (Borg and Al-Busaidi.
Borg Alshumaimeri, 2.
Teachers should create a strong sense of energy and engagement with promoting Learner autonomy in their class.
Having said that, established educational cultures is conducive to the idea of typically conceived the learners to take Vol.
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responsibility and control over their Even, beliefs and practices, as the promising issues, the space for conflicting result might occur.
Lengkanawati .
reported that learner autonomy in EFL settings is still intriguing.
despite her argument about learner autonomy could be developed through independent study.
This technical perspective gives new insights in the learning process since the autonomous learning expects that the learner should be able to manage, monitor, evaluate, and make decision about what, how, and whyhe learns particular matter.
With estimates six indicators of teachersAo perceptions on autonomous learning, further shefound that full independent learning is hard to achieve.
This is in line with teachersAo respond toward the need of big portion to create a more effective teaching-learning process.
Fromthe psychological perspective, teachers perceive that it is equally feasible to develop learner autonomy in both Several activities such as study in the library, learning outside the classroom, use the internet, etc.
can be beneficial for activating learner autonomy for the learners of all ages.
Other interesting findings out of teachersAo perceptions and practices, learner autonomy training could also contribute to teachersAo perceptions.
Thus, teachersAo beliefs improved significantly after the professional They equally see ages and the role of the teacher are the key elements to help learners to develop Likewise.
Chan explores the applicability of EFL learner autonomy in the local context.
That is, it is the ability to create autonomous learning conditions and P-ISSN 2502-4132
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Although autonomous activities can be carried out in and language learning behavior does not promptly reveal.
Teachers who are aware of importance of learner learning/teaching process, and create autonomous learning activities can create effective language learning.
All description above provides a rich source of information regarding the complexities of learner autonomy.
Teachers would probably find these components effective and desirable to their teaching practices.
A concern with the principles of learner autonomy has been also well-established in the studentsAo autonomous learning is generally regarded as two sided coin to take reasonable position.
At the same time, any consideration of studentsAo perspective has to recognize learner autonomous learning in which teachersAo views differ from the One of the differences is inability of the students to display autonomous behavior (Yildirim, 2008.
Joshi, 2011.
Hozayen, 2.
Berkleyen Selimoglu .
who investigated studentsAo autonomous language learning found that studentsAo perceptions of their teacher and their own responsibilities during the language learning process dominantly occur outside the class.
Among the autonomous in-class activities, students preferthat teachers should be held responsible for their progress during the lesson covering the materials, activities, and evaluation In addition.
Kocak .
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presents this phenomenon as the result teacher-dependent Students perceive that they can learn effectively when teachers help and guide them Berkleyen Seligmoglu study found that to learnersAo awareness and readiness should take into account.
It should be noted that education cultural might indicate the successful EFL learner autonomy.
reported by Talley .
, studentsAo response was positive when direct, sustained intervention is provided in language learning process.
As a result.
AupassiveAy class can be reduced.
In a scaffolding technique to help the students become autonomy in their The implication of this is that the students are able to create awareness among the need, benefits and Concluding Comments While there are a number of additional recommendations that can be made for fostering autonomous learning in EFL setting, this paper describe key components and knowledge bases needed for understanding and implementing learner autonomy across instruction and curricula and suggest ways to promote EFL learner This paper first described the research foundations for autonomous learning and noted implications for best practices.
It is also outlined as simple array of both teachers and studentsAo beliefs and practices that can be taken as considerations for framing effective learning activities.
The key to this ongoing effort is to continue exploring P-ISSN 2502-4132
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autonomous practices for examining studentsAo readiness for autonomy.
Reference