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

Autor/inn/en	Cirocki, Andrzej; Anam, Syafi'ul; Retnaningdyah, Pratiwi
Titel	Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students
Quelle	In: Iranian Journal of Language Teaching Research, 7 (2019) 2, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; High School Students; Personal Autonomy; English Language Learners; Learning Readiness; Concept Formation; Learning Motivation; English (Second Language); Student Participation; English Teachers; Teacher Attitudes; Urban Schools; Suburban Schools; Public Schools; Private Schools; Self Concept; Indonesia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Autonomie; Lernbereitschaft; Concept learning; Begriffsbildung; Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Public school; Öffentliche Schule; Private school; Privatschule; Selbstkonzept; Indonesien
Abstract	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 (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01