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Learner autonomy in a blended learning English language course: a case study of a Pakistani university

Ayesha, Abida (2020) Learner autonomy in a blended learning English language course: a case study of a Pakistani university. PhD thesis, University of Glasgow.

Digital technologies are often credited with increasing access to learning opportunities and promoting learner autonomy by enabling learners to exploit digital learning resources in out-of-class contexts. However, learner autonomy is not merely about widening access. It is the capacity and willingness of learners to take responsibility for their own learning. Language learner autonomy, a concept with its origins in Europe, was considered irrelevant and impractical in Asian educational contexts because of the apparent sociocultural influences of Asian societies on learning and teaching practices. The teacher is often viewed as the only authority in the class together with the textbook and learners only follow these two important sources of knowledge. This pertains in many Pakistani public sector educational institutions. However, wider availability and increased affordability of digital technologies have changed the learning landscape. In this thesis, I argue that autonomy is not culture-specific, and learners should not be stereotyped on the basis of the society in which they are born and educated.

Using theories of autonomy proposed by Dearden (1972), Little (1991) and Benson (2013) as a theoretical foundation for the study, I investigate the concept of autonomy in a developing Asian country context. I endeavour to understand how a group of English language learners and teachers perceive and understand learner autonomy in a blended learning context. I seek to understand the attitudes of language learners and teachers towards autonomy and the use of digital technologies in language learning and teaching. I explore the learning and teaching practices that may be considered the practices of autonomy at the university. Additionally, I explore the factors that may affect the promotion of learner autonomy through blended learning in this context.

Employing a mixed method case study approach this project focuses on one professional university (NUCES) in Pakistan. Two research instruments were used to gather the data for the study: a student questionnaire completed by 150 students at three campuses of the university followed by semi-structured interviews with 21 students and nine teachers. The quantitative data from the questionnaire was analysed using descriptive statistics. The qualitative data from the interviews was analysed using thematic analysis. The two types of data were synthesised for an interpretation of the results and to provide a coherent presentation of the study findings.

The findings indicate that, contrary to the prevalent image of Pakistani students being passive and teacher-dependent, learners are not hesitant to accept and carry out their responsibility in the language learning process. Learners demonstrate a willingness to think independently and make reasoned choices and they hold positive attitudes towards using digital technology for autonomous language learning both on and off campus. Although they enjoy some control over course content at the micro level of classroom activities and tasks, at present the learners have no representation in decisions regarding course curricula. The university in my study offers some digital learning facilities to implement a blended learning approach to language learning, but, as my data suggests, this model can best be called an enhancing rather than a transforming blend at present. The data also indicates that teachers acknowledge their limited understanding of how to use digital technology beyond a few commonly known practices such as using the internet in its broadest sense. The teachers call for better training in this area in order to move towards a transforming blend at the university. In my concluding chapter, I suggest that there is a need for policy makers at the national level and within the university to ensure active learner involvement in blended learning course design, to provide substantial training to the teachers in digital language teaching pedagogies and encourage both learners and teachers to explore the available online resources for their autonomous learning and growth.

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Introduction, section snippets, references (77).

Learning and Motivation

Predicting learner autonomy in collaborative learning: the role of group metacognition and motivational regulation strategies.

• • Monitoring in group metacognition makes it less likely to have low autonomy.
• • Planning in group metacognition increases the probability of having a high level of autonomy.
• • Self-regulation of motivation has a significant effect on learner autonomy.

Theoretical basis

Participants, descriptive findings, discussion and conclusion, credit authorship contribution statement, declaration of competing interest, subjective competence, appraisals and self-assessment, learning and instruction, readiness for autonomy: investigating learner beliefs, identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning, computers & education, autonomy and motivation a literature review, knowledge awareness in cscl: a psychological perspective, computers in human behavior, knowing ourselves together: the cultural origins of metacognition, trends in cognitive sciences, the educational impact of metacognitive group coordination in computer-supported collaborative learning, learning as dialogue: the dependence of learner autonomy on teacher autonomy, capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning, contemporary educational psychology, development of self regulated learning, the roles of social anxiety, autonomy, and learning orientation in second language learning: a structural equation modeling analysis, learner autonomy of pre-service teachers and its associations with academic motivation and self-efficacy, malaysian journal of learning and instruction, developing learner autonomy through collaborative learning in a higher education context, journal of business & society, in-press). turkish adaptation of a scale to measure three modes of motivational regulation strategies: self-, co-, and socially shared regulation of motivation for collaborative activity, research on education and psychology, 6(special, teaching and researching autonomy in language learning, group metacognition in online collaborative learning: validity and reliability of the group metacognition scale (gms), educational technology research and development, fostering healthy self-regulation from within and without: a self-determination theory perspective, positive psychology in practice, motivation to learn: an overview of contemporary theories, medical education, promoting autonomy and ownership in students studying english using digital comic performance-based learning, learner autonomy, self regulation and metacognition, international electronic journal of elementary education, exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation, instructional science, the support of autonomy and the control of behavior, journal of personality and social psychology, the“ what” and“ why” of goal pursuits: human needs and the self-determination of behavior, psychological inquiry, the importance of autonomy for development and well-being, turkish adaptation of the group metacognitive scale: metacognition in online collaborative group activity, research on education and psychology, interactions of metacognition with motivation and affect in self-regulated learning: the masrl model, educational psychologist, metacognition and cognitive monitoring: a new area of cognitive developmental inquiry, american psychologist, learning to learn at university. the effects of an instrumental subject on learning strategies and academic achievement, culturay educación, self-regulation, coregulation, and socially shared regulation: exploring perspectives of social in self-regulated learning theory, teachers college record, self-regulated, co-regulated, and socially shared regulation of learning, self-regulation, co-regulation and shared regulation in collaborative learning environments, in d. schunk, & j. greene, ((eds.).). handbook of self-regulation of learning and performance, from cognition, metacognition to autonomy: a framework for understanding language learning dynamics, arab world english journal ((awej)) special issue: the dynamics of efl in saudi arabia, autonomy and foreign language learning, a pathway to learner autonomy: a self-determination theory perspective, asia pacific education review, self‐regulation, co‐regulation, and socially shared regulation of motivation for collaborative activity: comparison between university students and working adults 1, japanese psychological research, enhancing socially shared regulation in collaborative learning groups: designing for cscl regulation tools, capturing the dynamic and cyclical nature of regulation: methodological progress in understanding socially shared regulation in learning, international journal of computer-supported collaborative learning, the use of individual and collaborative learning logs and their impact on the development of learner autonomy in the efl classroom in taiwan, innovation in language learning and teaching, cited by (0).

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Undergraduate Students’ Learner Autonomy during Thesis Writing: The Case of a Group of EFL Students in Indonesia

Abstract. Learner autonomy has recently gained popularity among scholars of ELT as autonomy is pivotal, especially during the thesis writing process. This study aims to explore undergraduate students’ learner autonomy during thesis writing. A case study method was employed to explore and record students' autonomy. A case study is a comprehensive, all-encompassing description and study of specific phenomena like a program, an institution, a person, a process, or a social unit.  The data were collected from semi-structured interviews, weekly writing progress of five EFL students in Indonesia, and observation in the classroom. As a case study, those five participants were sufficient to represent their learning autonomy demonstrated during the semester. Oxford's taxonomy of learner autonomy was used to find the emerged themes from the interviews. The data raised three themes: motivation, agency, and writing strategies. The extrinsic motivation was more dominant than intrinsic motivation in this study. Moreover, three of five participants indicated highly intense motivation. Regarding learning strategy, students with more motivation were able to explore more writing strategies. It was found that social strategies were widely employed by the participants. They like to discuss with their peers and ask for feedback from their supervisor. Agency during undergraduate thesis writing is still underrepresented, particularly the one demonstrating students’ decisions about their research trajectory. This study revealed that their agency is affected by their experiences and projective dimension to make improvements. Supervisor instructions play a crucial role in the development of students' autonomy. Hence, further investigation in this area is needed. This study offers research and practical implications for future research and educators, especially in higher education. This study provides a future research direction for both students and lecturers to foster learner autonomy during undergraduate thesis writing.

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A Correlational Study of the Relationship Between Learner Autonomy and Academic Performance

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AbstractThe study examined the relationship between Learner Autonomy as measured by the Learner Autonomy Profile Short Form (LAP-SF) and Academic Performance as measured by GPA. The research question that was investigated was: What is the correlation between Learner Autonomy and academic performance in adult learners, as measured by the constructs and components of the Learner Autonomy Profile (LAP)? The correlation was measured for 125 participants from the George Washington University in Washington, D.C. and analysis of the results found that there is a positive, significant relationship between the LAP-SF and GPA for the total score, all four LAP-SF constructs and nine of the 22 components. Of these elements, the Planning component had the strongest correlation coefficient at .275 and was closely followed by the Self-Regulation component with a coefficient of .270. The findings point to the possibility that the LAP-SF may be useful as a proxy for GPA in some cases, and as a diagnostic tool for improving academic performance.

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Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

Appendix A Questionnaire

Background information

1 For how many years have you been studying at the university?

2 Major field of study

3 I have written a BA thesis in previous studies. Yes/No

4 Which of the courses in academic writing did you attend?

The traditional course

The ALMS-course

5 Mother tongue: Swedish/Finnish/Both Swedish and Finnish/Something else

6 How did you develop as a writer during the course?

7 Consider the following statements on the scale 1–5.

(1) After I attended the course, it’s easier for me to find linguistic errors and other problems in my own texts.

(2) I know now what kind of literature I can use as references, when I write texts in my own academic genre.

(3) I know how to structure an academic text.

(4) I know how to use arguments in an academic text.

(5) I know how to use references in texts of my own academic genre.

(6) I know how to search for information, for example on the web, if I encounter problems in my writing.

(7) I rewrote my text several times before I submitted it.

(8) I started the writing process in time.

(9) I have learned to improve my texts with the support of the teacher and peers.

(10) I achieved my learning objectives that I created in the beginning of the course.

(11) I asked the teacher or my peers for help if something in the writing process felt difficult.

(12) I easily give up if writing feels hard.

(13) I often feel that I am a useless writer and that it is a personal trait.

(14) I am a good enough writer to be able to write a Bachelor thesis.

(15) I often feel that I fail in my writing.

(16) I usually like writing.

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