Student Perceptions of Learner Autonomy in College-Level Foreign Language Instruction

• In Event: Roundtable Session 19
  In Roundtable Session: Second Language Research and Pedagogy

Abstract

We utilized a mixed-methods design to investigate how college-level foreign language learners perceive learner autonomy. Participants were about 50 undergraduate students. We focused on (1) the effect of learner autonomy on goal setting, content, and assessment, and (2) language proficiency gains as perceived by the students. Preliminary findings indicate that learners may fall into two groups in terms of their reaction to autonomy. While some show a strong preference for an autonomous setting, others do not take full advantage of choices they have. This is reflected in goal setting behavior, motivation, and perceived improvement. Negative perceptions indicate a need for training in learning strategies.

Authors

• Heiko Everwien Ter Haseborg, West Virginia University

• Reagan Curtis, West Virginia University