Investigating the Language Learning Strategies Employed by EFL Learners to Promote Learning Autonomy. The Case of: Third Year EFL students at M’sila University.
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Date
2022-06
Journal Title
Journal ISSN
Volume Title
Publisher
UNIVERSITY OF MOHAMED BOUDIAF
Abstract
Abstract
The shift from teacher-centered instruction to learner-focused approach has introduced the concept of autonomous learning. A mass of research has proved the positive impact of students’ consciousness and engagement in the learning experience resulting in a more effective and meaningful learning. Language learning strategies are considered a cornerstone in independent learning. For this purpose, the current research is conducted to investigate learners’ awareness and perceptions about the importance of sharing responsibility with the class teacher. It also aims at examining their use of strategic learning being more independent. Besides, it attempts to measure their level of learning autonomy. For this purpose, third year EFL students at M’sila University are selected as a sample. In order to answer the study questions and test its hypothesis, we opted for the use of a structured questionnaire of thirty three (33) questions the results of which are collected and analyzed quantitatively. By the end, we found that EFL learners are aware of the significance of autonomous learning reflecting a readiness to take initiative in their own learning. In addition, they employ a number of learning strategies with a high rate for cognitive strategies. Metacognition is less used while social/affective strategies are rarely used. Another significant result is that half of the respondents are semi-autonomous while the other half is transcendent. Concluding, we encourage more related studies for a poor body of research has been established in the field in the Algerian context. We suggest strategy-based instruction implementation as a successful training to improve learning autonomy in Algerian higher education. Concerning students, we highly recommend integrating language learning strategies while learning English. In addition, they need to skip the traditional habits being too dependent on the teacher, rather they have to know their roles as active learners in a modern EFL classroom.
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Keywords
Key words: learning autonomy, language learning strategies, EFL learners, tertiary education.