Dynamics of Learner Autonomy in Language Learning : Components and Changes

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This paper aims to explore two research questions: (1) What components will be found in learner autonomy in language learning, and (2) will the components change over time, and if so, what will explain the changes? Japanese university student perceptions of their learner autonomy, collected through questionnaire surveys in English classes, have been analyzed. The 18-item survey was implemented at the beginning (pre-survey) and at the end of one academic semester (post-survey). Student responses were subjected to principal components analysis, and the components extracted in pre- and post-survey were compared. The study suggested that four key aspects, "enhancing learning opportunities," "planning learning processes," "reflecting on language abilities," and "reflecting on learning processes," interacted differently. In the pre-survey, "enhancing learning opportunities" and "planning learning processes" formed one component, and "reflecting on language abilities" and "reflecting on learning processes" formed one component. In the post-survey, "enhancing learning opportunities" and "reflecting on language abilities" became independent components, while "planning learning processes" and "reflecting on learning processes" formed one component. The researcher attempted to explain the backgrounds of these changes in terms of the students' attitudes and awareness levels about these aspects throughout the course activities.
2009-03-20