learner autonomy

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1 - The Relationship between teaching reading strategies to hotel staff and its effects on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension
Ashraf Vaziri Hamed Barjesteh

The purpose of the present study was to investigate the relationship between teaching reading strategies to hotel staff and its effects on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension. To accomplish this object, 130 ESP learne أکثر

The purpose of the present study was to investigate the relationship between teaching reading strategies to hotel staff and its effects on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension. To accomplish this object, 130 ESP learners were asked to take part in a piloted PET reading comprehension test and two questionnaires on learner autonomy (Spratt, Humphreys, & Chan, 2002), and reading strategies (Mokhtari & Sheorey, 2002). After removing incomplete answer sheets, 106 (82 female and 24 male) acceptable cases were used in statistical analysis. Pearson Product Correlation analysis pointed out a statistically significant relationship between ESP learners’ autonomy and reading strategies. It was also exposed that the participants’ reading comprehension is positively correlated with their reading strategies. Though, a statistically significant relationship was not established between autonomy and reading comprehension. تفاصيل المقالة

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2 - Iranian EFL learners' Spiritual Intelligence and Their Language Learning Autonomy
Masoumeh Azadi Parviz Maftoon Minoo Alemi

10.30486/relp.2022.1961759.1387

Learning a second/foreign language is a complicated process involving many factors and elements to occur effectively. It requires an investigation of variables and issues related to EFL learners in the process of learning. A limited number of studies have been performed أکثر

Learning a second/foreign language is a complicated process involving many factors and elements to occur effectively. It requires an investigation of variables and issues related to EFL learners in the process of learning. A limited number of studies have been performed concerning student-related factors to realize EFL learners’ spiritual intelligence and its relation to language learning. The study helped fill this gap by exploring the correlation between EFL learners’ Spiritual Intelligence (SI) and Learner Autonomy (LA). A total of 365 EFL students were chosen from different branches of Islamic Azad University. Two validated and reliable questionnaires on SI (Azadi et al., in press) and LA (Dixon, 2011) were distributed among the participants. The SI questionnaire is a 27-item self-report measure consisting of four main factors, and the LA questionnaire contains 38 questions covering six factors. The correlation between the two variables was determined through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed a significant relationship between SI and LA. تفاصيل المقالة

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3 - The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners
Farnaz Sahebkheir Rahim Vahidi

According to the questions of this study, the purposes of this study are as follows: First, the aim of this study is to examine if there is any relationship between written autonomy and written performance of male EFL learners. Second, it tries to find out if there is a أکثر

According to the questions of this study, the purposes of this study are as follows: First, the aim of this study is to examine if there is any relationship between written autonomy and written performance of male EFL learners. Second, it tries to find out if there is any relationship between written self-confidence and written performance of male EFL learners. Third, it ties to find out if there is any relationship between written autonomy and written performance of female EFL learners. Fourth, it tries to examine if there is any relationship between written self-confidence and written performance of female EFL learners. Fifth, it tries to examine if there is any relationship between written self-confidence and written autonomy of Iranian EFL Learners. Sixth, it tries to find out if there is any significant difference between written autonomy of Iranian Male and female EFL learners. Finally, it tries to examine if there is a significant difference between written Self-confidence of Iranian Male and female EFL learners. The results show that as a whole there is no difference between male and female written performance considering self-confidence and autonomy. Furthermore, there is no difference between self-confidence and written performance of men and female students. There is a significant difference between autonomy and written performance of male students; however, there isn’t any significant difference between autonomy and written performance of female students. As a whole, the mean score for autonomy is higher among female students. تفاصيل المقالة

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4 - Examining Student-Generated Vocabulary Testing Factors Influencing Autonomy among Iranian EFL Learners
Kolsoum Ghasemi Shahram Afraz Fazlollah Samimi

The paper investigated the most and the least factors of student-generated vocabulary testing that can influence EFL learners’ autonomy. This study applies mixed-method research. For the qualitative phase, the researcher used 30 purposive participants and had a se أکثر

The paper investigated the most and the least factors of student-generated vocabulary testing that can influence EFL learners’ autonomy. This study applies mixed-method research. For the qualitative phase, the researcher used 30 purposive participants and had a semi-structured interview to find the factors and make a questionnaire. The researcher used MAXQDA to analyze the data. Then the researcher prepared a questionnaire and distributed it among 225 convinced participants, making it reliable and valid. The reliability of this questionnaire was 0.92. For the quantitative phase, the researcher used 320 EFL learners who participated. The study instrument was a research-made questionnaire about the factors of student-generated vocabulary testing that can influence EFL learners’ autonomy consisting of two sections. The mean values of the four variables obtained from the participants’ viewpoints reveal which factors of the student-generated vocabulary testing have the most and least effect on autonomy among Iranian EFL learners. After analyzing the questionnaire, the researcher used 30 participants (13 males, 17 females) by random sampling for the qualitative phase to ask them about their point of view of SGVT and its effect on their autonomy. For analyzing the data, the researcher again used MAXQDA. The results of this study show that the most influential factor was ‘Personal characteristics. ‘Teachers’ role’ was determined to be the second significant factor. ‘Positive points of student-generated testing were in the third place, and the least effective one was ‘Negative points of student-generated testing. تفاصيل المقالة

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5 - Autonomous Learning and Teaching in Foreign Language Education
Fatemeh Mollaei Mohammad Javad Riasati

Over the past 25 years, autonomy has been a popular focus for discussion and increasingly influential in foreign Language educa- tion. Most research is concentrated on learner autonomy, while teacher autonomy has been seriously neglected. Recently, however, researchers أکثر

Over the past 25 years, autonomy has been a popular focus for discussion and increasingly influential in foreign Language educa- tion. Most research is concentrated on learner autonomy, while teacher autonomy has been seriously neglected. Recently, however, researchers and experts have realized that to enhance learner autonomy, we must enhance teacher autonomy (e.g., Benson 2000; Little 1995; Little, Ridley & Ushioda 2003; McGrath 2000; Thavenius 1999). Teacher autonomy is now recognized as an important factor that affects the development of learner autonomy in foreign language education. However, it is very dif- ficult for teachers to develop autonomy in the classroom especially when learners are used to traditional methods and techniques that teachers play the main role. The concepts of teacher autonomy and learner au- tonomy have been introduced and widely discussed as the learning re- sponsibility of learners has been paid more attention to so as to improve the learning autonomy in SLA. Therefore, a comprehensive discussion of teacher autonomy and learner autonomy is of utmost importance to foster a better understanding and application of learning autonomy. Au- tonomy becomes a need for language learners and a must for language teachers who play a key role in developing learners’ autonomy. تفاصيل المقالة

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6 - Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy
سمیرا بشیری نسرین حدیدی تمجید زهره سیفوری

Learner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and te أکثر

Learner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and teaching. However, only limited number of studies has been awarded to what leaner autonomy mean to teachers. This study addressed the gap and investigated novice and experienced teachers’ beliefs regarding learner autonomy. Forty teachers participated in two groups who were grouped based on their teaching experiences as novice and experienced teachers. A questionnaire which was adapted from British Council was administered to elicit the teachers’ beliefs regarding learner autonomy. The independent samples t-test analysis of the data revealed a significant difference between novice and experienced teachers beliefs. The findings of the present study may have some implications for teachers in promoting learner autonomy in their classes, in general, and involving learners in the process of teaching and learning, in particular. تفاصيل المقالة

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7 - The Relationship between Iranian EFL Learners’ Autonomy and their Vocabulary Learning Strategies with a Focus on Gender
الهام صدیقی نسرین حدیدی تمجید

The purpose of the present study was to investigate the relationship between Iranian EFL learners’ use of vocabulary learning strategies and their autonomy with a focus on the gender. To meet this objective, 82(39 males and 43 females) sophomore and junior student أکثر

The purpose of the present study was to investigate the relationship between Iranian EFL learners’ use of vocabulary learning strategies and their autonomy with a focus on the gender. To meet this objective, 82(39 males and 43 females) sophomore and junior students majoring in English Language Teaching who had passed at least 45 credits at Tabriz Azad University, in Iran were asked to take part in the study by filling the questionnaires on learner autonomy (LAQ) and vocabulary learning strategies (VLSQ). After discarding incomplete questionnaires, 70 acceptable cases were used in the statistical analysis. Correlation analysis indicated a statistically significant and positive relationship between Iranian EFL learners’ use of vocabulary learning strategies and their autonomy for both male and female students. The findings can have some pedagogical implications for teachers. تفاصيل المقالة

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8 - A Study of the Utility of Meta-Cognitive Strategy Instruction for Ameliorating ESP Learners’ Autonomy
Fatemeh Jafari Nasser Ghafoori Shima Ahmadiazad

10.30495/jfl.2023.706389

The present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proact أکثر

The present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proactive/retroactive instruction conditions influenced these learners’ autonomy in their courses. To this end, first, the researchers selected 168 intermediate-level ESP learners from among the ESP learners of Islamic Azad University (Tabriz Branch) as the participants. Second, they non-randomly assigned the participants to four groups including the proactive experimental group, retroactive experimental group, proactive control group, and retroactive control group. Third, the researchers administered the autonomy pretest to all of the groups. Fourth, they used the Adobe Connect Learning Management System to provide the proactive experimental group, and the retroactive experimental group with their relevant treatments in ten sessions. Nonetheless, they used traditional language instruction techniques to provide the control groups with their instruction. Fifth, the researchers administered the autonomy posttest of the study to the participants after the end of the treatment sessions. Finally, they used SPSS 24 to analyze the data. The results showed that meta-cognitive strategy instruction ameliorated the participants’ autonomy. Moreover, the retroactive instruction condition was more efficacious than the proactive condition. In addition, the interaction between meta-cognitive strategy instruction and retroactive condition had a significant positive effect on the learners’ autonomy development. The results may provide ESP teacher educators, syllabus designers, and instructors with guiding principles regarding meta-cognitive strategy instruction. تفاصيل المقالة

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9 - The Relationship among Learning Strategy, Autonomy and Language Proficiency of Chinese EFL Learners
Jianfeng Cheng Gerard Sagaya Raj Joanna Tan Tjin Ai

This study attempted to investigate the relationship among learning strategy, autonomy and language proficiency of Chinese university EFL students. To achieve this objective, purposive sampling and cluster sampling methods were used to select 422 non-English major stude أکثر

This study attempted to investigate the relationship among learning strategy, autonomy and language proficiency of Chinese university EFL students. To achieve this objective, purposive sampling and cluster sampling methods were used to select 422 non-English major students as participants in three universities, Henan province, China. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and Xu’s (2004) Learner Autonomy Questionnaire (LAQ) were adopted to investigate the participants’ strategy use and learner autonomy, respectively. The participants’ language proficiency was measured by their CET-4 scores. Results of the Pearson correlation analysis indicated that there existed interrelationships among the three variables: learning strategy and learner autonomy were significantly and positively correlated with each other, and both of them had significant positive relationships with language proficiency. Multiple Regressions Analysis results suggested that learner autonomy could best predict the variance in language proficiency. Pedagogical suggestions are offered to English language teachers in assisting their students with regards to the improvement of language proficiency. تفاصيل المقالة

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10 - Effect of the Flipped Classroom Approach and Language Proficiency on Learner Autonomy and Foreign Language Anxiety
Hamid Parvaneh Masoud Zoghi Nader Asadi

10.30495/jfl.2022.689316

This study aimed to investigate the immediate and long-term effects of the flipped classroom approach andlanguage proficiency on the autonomy and anxiety of Iranian EFL learners. A total of 94 learners at theelementary, intermediate, and advanced levels were selected th أکثر

This study aimed to investigate the immediate and long-term effects of the flipped classroom approach andlanguage proficiency on the autonomy and anxiety of Iranian EFL learners. A total of 94 learners at theelementary, intermediate, and advanced levels were selected through convenience (availability) samplingprocedure from Payam-e-Nour University and split into the experimental and control groups. The research methodemployed was based on a nonequivalent control group pretest-posttest design. Data were analyzed using afactorial ANCOVA and a sample paired t-test. The results of this study reveal that the flipped classrooms had astatistically significant impact on the participants' learner autonomy and language anxiety. However, differentlanguage proficiency levels had no statistically significant effect on learner autonomy and language anxiety.Findings also suggest that the flipped classrooms had a long-lasting impact on language anxiety and learnerautonomy. It is concluded that, in many English language settings, the flipped classroom may be a suitable optionwith potentially positive outcomes. The findings of this study have some important implications for syllabusdesigners, curriculum planners, and language instructors of foreign languages. تفاصيل المقالة

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11 - The Effect of Strategy-based Instruction on Iranian EFL Learners’ Learner Autonomy: Learners’ Perceptions
Nooshin Azin Reza Biria Ahmad Ameri-Golestan

10.52547/JFL.9.38.237

The current study was an effort to investigate the impact of strategy-based instruction (SBI) on Iranian tertiary learners’ perception of autonomy. To this purpose, forty-eight English Translation students in a reading comprehension course at Islamic Azan Universi أکثر

The current study was an effort to investigate the impact of strategy-based instruction (SBI) on Iranian tertiary learners’ perception of autonomy. To this purpose, forty-eight English Translation students in a reading comprehension course at Islamic Azan University, Islamshahr, Iran, were selected and randomly assigned to experimental and control groups. Then, a package of nine 90-minute strategy-based instruction sessions was integrated into the experimental group, and the conventional method of reading was applied for the control group. After the intervention, a semi-structured interview was conducted with 12 learners of the experimental group. The results obtained from statistical data analysis revealed that SBI had a significant impact on Iranian learners’ perception of autonomy. However, this impact was only observed in the Activities component of Learner Autonomy. The results of the interview indicated that the non-significant values of the other two components of Learner Autonomy could be explained by the culture-bound and context-dependent nature of Learner Autonomy. The results also showed that integrating SBI in English language classes raises learners’ awareness and fosters their autonomy. The findings of this study highly recommend the development of more strategy-based courses in universities and the integration of SBI in various ELT classes in order to raise learners’ awareness and foster Learner Autonomy. تفاصيل المقالة

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12 - Iranian EFL Learners’ Attitudes Toward Autonomous English Learning Through the HelloTalk Mobile Application
علی صادقی عزیزه چالاک

10.30495/lct.2023.1990574.1093

This study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed أکثر

This study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed a quasi-experimental design. In doing so, 54 intermediate EFL learners were selected from Fargooyan Language Institute in Isfahan, Iran. In this connection, six experts in the field were also asked to review the app, complete a questionnaire, and provide written feedback to add multiple perspectives to the design. They received the TAM questionnaire for better results on the use of the app. Furthermore, the interview adopted from the TAM questionnaire was used to explore the external and internal factors involved in this type of mobile learning. The results revealed that utilizing the HelloTalk app significantly and positively affected Iranian intermediate EFL learners’ autonomy. Besides, experts and learners had a positive attitude toward using the application. The findings of this study could be fruitful for learners with enough competence but who do not know how to be autonomous through mobile applications. It could also provide insight into how technology tools and computer programs could facilitate teaching and learning English. تفاصيل المقالة

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13 - The Relationship among EFL Learners’ Left/Right Brain Domi-nance, Autonomy, and Reading Comprehension of the Academic and General Reading Modules of IELTS
Mona Khabiri Mahdis Heidari

The purpose of this paper was to see whether any significant relationship exists among EFL learners’ autonomy, left/right brain dominance, and reading comprehension of the Academic Reading and General Reading Modules of IELTS examination. To this end, 100 female E أکثر

The purpose of this paper was to see whether any significant relationship exists among EFL learners’ autonomy, left/right brain dominance, and reading comprehension of the Academic Reading and General Reading Modules of IELTS examination. To this end, 100 female EFL learners were randomly selected from those who were attending IELTS preparatory courses at a language school in Tehran. All participants filled out the brain dominance and learner autonomy questionnaire. However, 50 participants took the General Reading Module and 50 took the Academic Reading Module of IELTS. Correlation and regression analyses demonstrated that learner autonomy did not have a significant correlation with the participants’ performance on the General or Academic Reading Modules of IELTS. However, brain dominance significantly correlated and thus, predicted the participants’ performance on both the General and Academic Reading Modules of IELTS. تفاصيل المقالة

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14 - Iranian EFL Teachers’ Perceptions of Learner Autonomy and their Beliefs about the Role of Textbooks in Fostering it: A Mixed-Methods Study
Amir Sarkeshikian Sahar Fallah

In recent years, there has been a growing recognition of learner autonomy; however, the roles of teachers and language materials in fostering in have not received due attention. This mixed methods study investigated the association between what Iranian teachers perceive أکثر

In recent years, there has been a growing recognition of learner autonomy; however, the roles of teachers and language materials in fostering in have not received due attention. This mixed methods study investigated the association between what Iranian teachers perceived of LA and what they thought about the role of textbooks in fostering EFL learners’ LA, and to what extent they believed the principles of LA in their classrooms. The participating teachers were 200 male and female teachers that taught Iranian tenth-grade EFL textbook in senior high schools of Qom, Arak, and Karaj. The first instrument was a questionnaire developed by Borg and Al-Busaidi (2012), which primarily focused on the teachers’ perspectives and opinions about LA. The other questionnaire was used to investigate how Iranian EFL teachers think the EFL textbook Vision 1 helps foster LA. The questionnaire was developed based on the LA principles (Fenner & Newby, 2000). The other instrument was an interview protocol that was developed by the researcher to gain a deeper understanding of teachers’ promoting LA in their teaching. The interview protocol also was based on Fenner and Newbys’ (2000) principles. For this study, the questionnaire data were collected through two questionnaires. Moreover, an interview protocol was used to gather qualitative data from 12 teachers, who participated in the interviews (i.e., 2 face-to-face and 10 online interviews). The result of the bivariate correlation test showed that there was a significant relationship between teachers’ perception of learner autonomy and their opinions about the LA-fostering role of the Iranian 10th-grade EFL textbook. The results of the interview analysis showed that the principles of learner autonomy were largely approved of by the interviewees. The study has some implications for textbook developers, teachers trainers, and teachers. تفاصيل المقالة

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