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Cirocki, Andrzej, Anam, Syafiul, Retnaningdyah, Pratiwi. (1398). Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students. پژوهش های میوه کاری, 7(2), 1-18. doi: 10.30466/ijltr.2019.120695
Andrzej Cirocki; Syafiul Anam; Pratiwi Retnaningdyah. "Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students". پژوهش های میوه کاری, 7, 2, 1398, 1-18. doi: 10.30466/ijltr.2019.120695
Cirocki, Andrzej, Anam, Syafiul, Retnaningdyah, Pratiwi. (1398). 'Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students', پژوهش های میوه کاری, 7(2), pp. 1-18. doi: 10.30466/ijltr.2019.120695
Cirocki, Andrzej, Anam, Syafiul, Retnaningdyah, Pratiwi. Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students. پژوهش های میوه کاری, 1398; 7(2): 1-18. doi: 10.30466/ijltr.2019.120695

Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students

Iranian Journal of Language Teaching Research
مقاله 2، دوره 7، شماره 2، مهر 2019، صفحه 1-18    اصل مقاله (1.19 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2019.120695
نویسندگان
Andrzej Cirocki1؛ Syafiul Anam* 2؛ Pratiwi Retnaningdyah2
1Department of Education, University of York, York, UK
2Department of English, Faculty of Languages and Arts, Universitas Negeri Surabaya
چکیده
The notion of learner autonomy has attracted the close attention of scholars, teachers, policy makers and researchers in various countries. In Indonesia, while its scope remains limited, learner independence is one of the highlights of the current curriculum. The purpose of this study was threefold: to investigate how Indonesian secondary school students conceptualized the construct of learner autonomy; to ascertain the extent to which students were motivated to learn English; and to estimate how ready they were to participate in the teaching-learning process as autonomous learners. The study employed a mixed-methods approach and recruited 391 participants – EFL students and teachers – from urban and suburban schools, classified as state and private institutions. The data were collected using questionnaires and focus group interviews. The findings revealed that many students were not familiar with the concept of learner autonomy. They also had fairly low motivation to learn English and generally were not ready to act as autonomous learners, lacking the typical skills and competences. The results indicate that Indonesian students need to be trained in planning their learning process, setting objectives and taking a more active role in negotiating the teaching-learning process.
کلیدواژه‌ها
readiness for learner autonomy؛ independent learning؛ EFL learners؛ secondary schools؛ motivation
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