International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Students’ Responses to Learner Autonomy in Taiwan: An Investigation into Learners’ Beliefs
Dr. Paul C. Talley

This article reports students’ responses to learner autonomy in Taiwan as an investigation into Learners’ beliefs.Learner autonomy is the ability to take charge of one’s own learning.Teachers’have to motivate thesedependent students to develop responsibility for their own learning without the need for repetitive guidance. One-hundred, twelve first-year non-English majors from four English communication classes answered a 47-item questionnaire with eight items specific to learner autonomy. Data analysis revealed: (a) students regard learning autonomy as significantly beneficial because of the positive learning environment it engenders; (b) students’development of learning strategies offers real opportunity to monitor the learning processes during instruction; and, (c) teachers’ awareness of students’ thoughts on learning autonomypromotes motivation and develops cooperation between students and teachers.Based on these findings, implications are discussed to raise students’ awareness of learning autonomy and responsibility to comprehend what is learned and thereby engender academic independence.

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