EFL Students Perceptions of the Impact of Autonomous Learning on the Utilization of Formal English The case of of M’sila Master One Students at University
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Date
2024-06
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UNIVERSITÉ MOHAMED BOUDIAF - M’SILA
Abstract
This dissertation investigates the relationship between autonomous learning practices and the development of formal English language skills among EFL Master's students. Autonomous learning, characterized by self-directed strategies to acquire knowledge and skills, is particularly relevant in language acquisition, empowering learners to take ownership of their learning journey. The study aims to address the observed phenomenon of some Master's students struggling with maintaining the expected level of formality in their use of English, despite their advanced language skills. Methodologically, the study utilizes questionnaires to gather self-reported information from EFL students about their autonomous learning practices and their perception of its impact on their formal English use. The findings imply that while students demonstrate awareness and positive attitudes towards autonomous learning; there is a need for improvement in the frequency and consistency of self-directed activities to enhance formal English proficiency. Challenges such as lack of time and motivation are identified, along with recommendations for educators to support students in their pursuit of autonomous learning. Overall, this study contributes to the understanding of how autonomous learning practices can enhance formal English language skills among EFL Master's students, providing insights for educators and language learning institutions on supporting and enhancing autonomous learning experiences
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Keywords
autonomy, self-directed learning, autonomous learning strategies, EFL learners