Autonomous learning features: A case study in an Indonesian ESP classroom
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Published:
Dec 5, 2021
Keywords:
autonomous learning, ESP, features, self-directed learning
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(1) * Langgeng Budianto
Universitas Islam Negeri Maulana Malik Ibrahim, Malang
Indonesia
(2) Andrea R Mason
Idaho University, USA
United States
(*) Corresponding Author
Abstract
This article explores autonomous learning features and effective strategies for meeting the needs of the autonomous learner. A 4-month ethnographic study examined the learning features of three non-English major undergraduates enrolled in an English for Specific Purposes (ESP) course at an Indonesian university. The study also explored the students’ and teacher’s understanding of how the ESP classroom can benefit the autonomous learner. Data gathered through interviews, focus group discussions, and classroom observation indicate four key autonomous learning features: 1) a willingness to accept responsibility; 2) dedicated planning; 3) implementing effective strategies; and 4) monitoring progress. The findings also indicate that a variety of scaffolded and authentic learning materials combined with a flexible and creative teaching approach enhance autonomous learning. We also address how our results are applicable to most educational situations as autonomous learning is not limited to the language classroom.
HIGHLIGHTS:
- The three subjects indicated different processes of autonomy such as monitoring learning progress using a specific task, holistic approach, and regular reflection strategies.
- Adopting and promoting a spirit of independent learning provides ESP learners with a supportive framework to develop and practice autonomous learning habits
- The ESP learners not only required to learn general English but also to learn specific English (their content knowledge in English) as their major. This is the novelty of the study. Therefore, this study provides specific add to the theory of autonomous learning.
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How to Cite
Budianto, L., & Mason, A. R. (2021). Autonomous learning features: A case study in an Indonesian ESP classroom. JEES (Journal of English Educators Society), 7(1), 1-9. https://doi.org/10.21070/jees.v7i1.1213
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Copyright (c) 2021 Langgeng Budianto, Andrea R Mason
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Zimmerman, B. J., S. Bonner and R. Kovach (1996). Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy. Washington, DC: American PsychologicalAssociation.
Zhao, Y. (2009). Catching Up or Leading the Way. Alexandria, VA: ASCD.
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38.
Bradford, A. (2007). Motivational orientations in under-researched FLL contexts: Findings from Indonesia. RELC, 38(3), 302-323.
Budianto. L. (2014). Students’ Autonomous Learning through ICT based Learning in ICP: A case study.LINGUA, 9(2), December 2014. 128-134.
García-Botero, G., Questier, F., & Zhu, C. (2019). Self-directed language learning in a mobile-assisted, out-of-class context: Do students walk the talk? Computer Assisted Language Learning, 32(1-2), 71-97.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33.
Hartnett, M. K. (2015). Influences that undermine learners’ perceptions of autonomy, competence and relatedness in an online context. Australasian Journal of Educational Technology, 31(1).
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Ilter, B. G. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journalof Distance Education-TOJDE, 10(4).
Jay D. A. (2006). Motivating for writing through blogs. A Master thesis submitted to the Graduate College of Bowling Green State University. Available online at http://etd.ohiolink.edu
Jiajing, G. (2007). Designing an ESP course for Chinese university students of business. The Asian ESP Journal, 3(1), 97-106.
Johns, A. M. (2013). The history of English for specific purposes research. In B. Paltridge &S. Starfield (Eds.), The handbook of English for Specific Purposes (pp. 5-30). WestSussex: John Wiley&Sons, Inc.
Kassim, H. & Zuraina, A. (2007). The use of ICT in the implementation of student-centered learning (SCL). Internet Journal of e-Language Learning & Teaching, 4(1). pp. 15-31.
Kohonen, V., Jaatinen, R., Kaikkonen, P., & Lehtovaara, J. (2014). Experiential learning in foreign language education. New York, NY: Routledge
Lamb, M. (2004). ‘It depends on the student’s themselves’: Independent language learning at an Indonesian state school. Language, Culture and Curriculum, 17(3), 229-245.
Lai,C. (2017).Autonomous language learning with technology. Beyond the classroom.London & New York: Bloomsbury Academy
Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. Makara, Social Humaniora, 12(1), 9-20.
Lengkanawati, N. S. (2017). Learner autonomy in the Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 6(2), 222-231.
Li, Y., & Wang, L. (2018). An Ethnographic Exploration of Adopting Project-Based Learning in Teaching English for Academic Purposes. Electronic Journal of Foreign Language Teaching, 15(2).
Lin, L., & Reinders, H. (2019). Students’ and teachers’ readiness for autonomy: Beliefs and practices in developing autonomy in the Chinese context. Asia Pacific Education Review, 20(1), 69-89.
Little, D. (1991). Learner autonomy. 1: Definitions, issues and problems.Dublin: Authentik
Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505-518.
Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research(3rd.ed). Upper Saddle River, NJ: Pearson Education
Everhard, C.J., & Murphy, L. (Eds.). (2015). Assessment and autonomy in language learning.Basingstoke: Palgrave Macmillan.Fereday, J.&Muir-Cochrane, E. (2008).
Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92.
Gall, M., Borg, W. & and Gall, J. (2004). Quantitative and qualitative research methods in educational sciences and psychology.Ahmad Reza Nasr et al. (Trans.). Tehran: SAMT
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175–182.
Long, H. B. (1989). Self-directed learning: Emerging theory and practice.In Long, H.B. and Associates (Eds.) Self-Directed Learning: Emerging Theory and Practice. Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education of the University of Oklahoma, pp. 1-11.
Mauranen, A. (2016). English as the Academic Lingua Franca. English for Specific Purpose Journal, 3.Maggs-Rapport, F. (2000). Combining methodological approaches in research: Ethnography and interpretive phenomenology. Journal of Advanced Nursing, 31(1), 219-225.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach.Thousand Oaks, CA: Sage Publications
Mintz, J., Branch, C., March, C., & Lerman, S. (2012). Key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autistic Spectrum Disorders.Computers & Education,58(1), 53-62.
Mertens, D. M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods.Thousand Oaks, CA: Sage Publications
Nakata, Y. (2014). Self-regulation: Why is it important for promoting learner autonomyin the school context? Studies in Self-Access Learning Journal, 5(4), 342-356
Oddi, L. F. (1987). Perspectives on self-directed learning. Adult Education Quarterly, 38.21-31.
Ogden, A., & Roulon, S. (2009). From field projects in anthropology: A student handbook. Illinois: Waveland Press Inc.
O’Reilly, K. (2008). Key concepts in ethnography. London: Sage.Oxford, R. L. (2011b). Research timeline: Strategies for learning a second or foreign language. Language Teaching, 44(2), 167-180.
Ponton, M. K., & Carr, P. B. (2000). Understanding and promoting autonomy in self-directed learning. Current research in social psychology, 5(19), 271-284.
Reksten, L. E. (2000). Using technology to increase student learning.California: Corwin Press, Inc.
Rivas, C. (2012). Coding and analysing qualitative data. In C. Searle (Ed.), Researching society and culture.London: SAGE Publications.
Robson, C. (2011). Real world research. Hoboken: John Wiley & Sons.Shang, J. G., & Kou, J. N. (2015). The reciprocal effect of learners’ individual factors on learner autonomy. Foreign Languages and Their Teaching,(4), 63-67.
Swatevacharkul, R. (2008). An investigation on readiness for learner autonomy,approaches to learning of tertiary students and the roles of English language teachers in enhancing learner autonomy in higher education. Retrieved fromhttp://libdoc.dpu.ac.th/research/134463.pdf
Tesch, R. (2013).Qualitative research: Analysis types and software. Routledge.Thanasoulas, D. (2002). Motivation and Motivating in the Foreign Language Classroom. TESL Journal, 8(11).
Thavenius, C. (1999). Teacher autonomy for learner autonomy. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in languagelearning: Defining the field and effecting change (pp. 159–163).
Frankfurt am Main: Peter Lang.Wolcott, H. F. (2008). Ethnography: A way of seeing. Maryland: Altamira
Press.
Yuliani, Y., & Lengkanawati, N. S. (2017). Project-based learning in promoting learner autonomy in an EFL classroom. Indonesian Journal of Applied Linguistics, 7(2), 285-293.
Zimmerman, B. J., S. Bonner and R. Kovach (1996). Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy. Washington, DC: American PsychologicalAssociation.
Zhao, Y. (2009). Catching Up or Leading the Way. Alexandria, VA: ASCD.