STUDENT’S VOICES ON LANGUAGE LEARNER AUTONOMY IN DISTANCE LEARNING

Nurkamilah Nurkamilah; Desy Qomariyatil Badriyah

doi:10.20527/jetall.v5i2.13460

STUDENT’S VOICES ON LANGUAGE LEARNER AUTONOMY IN DISTANCE LEARNING

Nurkamilah Nurkamilah, Desy Qomariyatil Badriyah

Abstract

Learner autonomy is a complex construct which becomes the focus of language learning, consisting of four dimensions which later are summed up into three, such as initiating, monitoring, and evaluating. The study aimed to know students’ perception and behaviors on learner autonomy in distance learning. The data was gathered from 187 students in the population, but only 43 returned the questionnaire. The 61 items questionnaire was analyzed and found that in the initiating category, most students perceive the learner autonomy positively and indicate the behavior of dreaming to be a good English speaker. While the monitoring category shows the item of modifying methods to find which suits them best. The third category is reflected in their being eager to find out their English proficiency by taking TOEFL tests and the like, voluntarily. While the behavior which is related to ICT or online learning is their willingness to use English to communicate with strangers on the Internet.

Keywords

language learner autonomy; learner autonomy questionnaire; Indonesia; higher education; survey

Full Text:

PDF

References

Ayu, M. and Pratiwi, Z. F. (2021). The implementation of online learning in english language teaching during pandemic: the teachers' voice. Journal of Research on Language Education, 2(2). DOI: https://doi.org/10.33365/jorle.v2i2.1316

Benson, P. & Voller, P. (1997). Introduction: Autonomy and independence in language learning. In P. Benson & P. Voller. (Eds.), Autonomy & independence in language learning (pp. 1-12). London: Longman.

Benson, P. (1997). Philosophy and politics of autonomy. In P. Benson & P. Voller. (Eds.), Autonomy & independence in language learning. (pp. 18-34). London: Longman.

Benson, P. (2011). Teaching and researching autonomy. London: Pearson.

Börekci, R., & Selami, A. (2019) Foreign language teachers’ interactions with their students on Facebook, Computer Assisted Language Learning, 123. doi.org/10.1080/09588221.2018.1557691

Borg, S., and Alshumaimeri, Y. (2019). Language learner autonomy in tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38

Boyd,D.M. & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. doi:10.1111/j.1083-6101.2007.00393.x

Brandl, K. (2002). The integration of internet-based reading materials into the foreign language curriculum: From teacher-to student-centered approaches. Language Learning & Technology, 6(3), 87-107. Retrieved from https://www.lltjournal.org/item/2408

Dowlings, S. (2011). Web-based learning: Moving from learning islands to learning environments. TESL-EJ, 15(2), 1-27. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume15/ej58/ej58int/ conference (pp. 98-105). Dublin: Researchpublishing.net.

Eneau, J and Develotte, C. (2012). Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience. ReCALL, null, pp 319 doi:10.1017/S0958344011000267

Gholami, G. (2016). Self Assessment and Learner Autonomy. Theory and Practice in Language Studies, 6(1), 46-51, DOI: http://dx.doi.org/10.17507/tpls.0601.06

Hamada, M. (2012, August). A Facebook project for Japanese university students: Does it really enhance student interaction, learner autonomy, and English abilities? In L. Bradley & S. Thouesny (Eds.). 20 years of EUROCALL: Learning from the past looking to the future. Proceedings of the 2013 EUROCALL

Karpati, A. (2009). Web 2 technologies for net native language learners: A “social CALL”. ReCALL, 21(2), 139-156.

Khotimah, K., Widiati, U., Mustofa, M., & Ubaidillah, M. F. (2019). Autonomous English learning: Teachers’ and students’ perceptions. Indonesian Journal of Applied Linguistics, 9, 371-381. doi: 10.17509/ijal.v9i2.20234

Little, D. (1990). Autonomy in language learning. In I. Gathercole. (Ed.), Autonomy in language learning (pp. 7-15). London: CILT

Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24(4), 427-435.

Naghdipour, B., & Eldridge, N. (2016). Incorporating social networking sites into traditional pedagogy: A case of Facebook. TechTrends: Linking Research & Practice to Improve Learning, 60(6), 591–597.

Nartiningrum, N and Nugroho, A. (2021) English Teachers’ Perspectives on Challenges, Suggestions, and Materials of Online Teaching amidst the Global Pandemic. IJEE: Indonesian Journal of English Education, 8(1) DOI: 10.15408/ijee.v1i1.17886

Octaberlina, L. R. and Afif, I. M. (2021). Online learning: Students’ autonomy and attitudes. International Journal of Higher Education, 14(1). pp. 49-61.

Palfreyman, D. (2003). Introduction: Culture and learner autonomy. In D. Palfreyman & R.C. Smith. (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 1-19). New York: Palgrave Macmillan.

Ramadhiyah, S. & Lengkanawati, N. S. (2019). Exploring EFL learner autonomy in the 2013 curriculum implementation. Indonesian Journal of Applied Linguistics, 9(1), 231-240.

Rifiyanti, H. (2021). Learners’ Perceptions of Online English Learning during COVID-19 Pandemic. Scope: Journal of English Language Teaching, 5(1). 31-35 DOI: http://dx.doi.org/10.30998/scope.v5i1.6719

Saeed, M. A., Ghazali, K., Sahuri, S. S., & Abdulrab, M. (2018). Engaging EFL Learners in Online Peer Feedback on Writing: What Does It Tell Us? Journal of Information Technology Education, 17, 39-61. doi.org/10.28945/3980

Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.

SitumorangK., PramusitaS. M., & NugrohoD. Y. (2021). English Teachers’ Reflections and Lessons Learned in Language Teaching During COVID-19 Pandemic. EDUVELOP, 5(1), 50-61. https://doi.org/10.31605/eduvelop.v5i1.1111

Swatevacharkul, R. (2009). An investigation on readiness for learner autonomy, approaches to learning of tertiary students and the roles of English language teachers in enhancing learner autonomy in higher education. Unpublished research report, Bangkok: Dhurakij Pundit University.

Swatevacharkul, R., and Boonma, N. (2020). Learner Autonomy: Attitudes of Graduate Students in English Language Teaching Program in Thailand. LEARN Journal : Language Education and Acquisition Research Network Journal, 13(2), 176-193

Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior, 29, 60-68. doi:10.1016/j.chb.2012.12.032

Thongmak, M. (2013). Social network system in classroom: antecedents of Edmodo © adoption. Journal of e-learning and Higher Education, 2013(2013), 1-15. doi:10.5171/2013.657749

Zhong, Q. M. (2018). The evolution of learner autonomy in online environments: A case study in a New Zealand context. Studies in Self-Access Learning Journal, 9(1), 71-85.

DOI: http://dx.doi.org/10.20527/jetall.v5i2.13460