A Study of EFL Learner’s Features in Practicing Autonomy

Abstract

This study examines Korean EFL learner's behavioral features in practicing learner autonomy, in that it investigates how well learners conceive of and initiate their own responsibilities in learning activities. Due to limited target language use in EFL environments, learners' active control of their own learning (learner autonomy) is a focal issue in Korea's EFL settings. In this research, autonomous learner behaviors were investigated regarding how well the learners would take charge in given chances for involvement in the following aspects of learning; 1)selecting objectives of language learning, 2) setting approaches for achieving goals, 3) monitoring personal ideas and performance, 4)evaluating progress, and 5) creating communities and connecting with language users. The three contexts of English use include KMC, elective EMC, and mandatory EMC courses in a college, and the learner's behavioral actions were analyzed in terms of their personal choices in learning activities. Questionnaires were developed based on previous research (Benson, 2006; Holec, 1981;Nunan, 1997; Oxford, 2003), distributed to Korean college students for collecting data, and statistical analyses were performed.