Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners
A. Butt, Uzma Quraishi, Sameera Ayub Bhatti
Dec 30, 2019
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Global Language Review
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Semantic Scholar
Key Takeaway Key Takeaway: A learner-training program based on foreign language learning strategies effectively fosters learner autonomy, enhances students' use of these strategies, and stimulates their interest in foreign language learning.
Abstract
Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.