Mots-clés
learner autonomy
EFL
autonomous behaviours
Hungary
Comment citer
Résumé
Technology has provided language learners with opportunities to learn English autonomously. Despite previous studies in the Hungarian context (e.g., Édes 2008; Szőcs 2017), more research on learner autonomy is required in order to find out what might explain university EFL learners’ lack of autonomy and help them become more autonomous. The purpose of this quantitative study was to address the problem by investigating learners’ perceptions of their own and their teachers’ responsibilities in language learning, their perceived abilities and motivation to learn English, their autonomous behaviours outside and inside the classroom, and the relationships between the above variables. The questionnaire was completed by 74 EFL students from a Hungarian university. The data were analysed by SPSS 26.0. The results indicate that in the investigated context, in the EFL learners’ perceptions, teachers were more responsible for their in-class learning than themselves. Nevertheless, the students demonstrated some autonomy both inside and outside class, to an equal extent.
Références
Albert, Á., Tankó, G., Piniel, K. (2018a). A tanulók válaszai a 7. évfolyamon [Answers of Grade 7 students]. In: E. Öveges, K. Csizér (eds.), Vizsgálat a köznevelésben folyó idegennyelv-oktatás hatékonyságáról [An investigation of the foreign language teaching in the compulsory education in Hungary] (pp. 93–163). Budapest: Oktatási Hivatal.
Albert, Á., Tankó, G., Piniel, K. (2018b). Atanulók válaszai a 11. évfolyamon [Answers of Grade 11 students]. In: E. Öveges, K. Csizér (eds.), Vizsgálat a köznevelésben folyó idegennyelv-oktatás hatékonyságáról [An investigation of the foreign language teaching in the compulsory education in Hungary] (pp. 93–163). Budapest: Oktatási Hivatal.
Asztalos, R., Szénich, A. (2019). Students’ disposition towards tools to support autonomous learning in tertiary education. Practice and Theory in Systems of Education, 14 (1), 1–11.
Asztalos, R., Szénich, A., Csizér, K. (2020). Nyelvoktatás és autonóm nyelvtanulás: helyzetkép és megújulási törekvések agyarországon. In: Ch. Ludwig, G. Tassinari, J. Mynard (eds.), Navigating foreign language learner autonomy (pp. 254–279). Hong Kong: Candlin & Mynard ePublishing.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Benson, P. (2001). Teaching and researching autonomy in language learning. Applied Linguistics in Action Series. London: Pearson Education Limited.
Benson, P. (2008). Teachers’ and learners’ perspectives on autonomy. In: T. Lamb, H. Reinders (eds.), Learner and teacher autonomy: Concepts, realities, and responses (pp. 15–32). Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/aals.1.05ben
Benson, P. (2012). Autonomy in language learning, learning and life. Synergies France, 9, 29–39.
Benson, P., Lamb, T. (2020). Autonomy in the age of multilingualism. In: M.J. Raya, F. Vieira (eds.), Autonomy in language education (pp. 74–88). New York: Routledge. DOI: https://doi.org/10.4324/9780429261336-7
Benson, P., Lor, W. (1998). Making sense of autonomous language learning: Conceptions of learning and readiness for autonomy. Hong Kong: Hong Kong University Press.
Borg, S., Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23 (1), 9–38. DOI: https://doi.org/10.1177/1362168817725759
Chang, L.Y.H. (2007). The influences of group processes on learners’ autonomous beliefs and behaviours. System, 35 (3), 322–337. DOI: https://doi.org/10.1016/j.system.2007.03.001
Csizér, K., Albert, Á., Piniel, K. (2021). The interrelationship of language learning autonomy, selfefficacy, motivation and emotions: The investigation of Hungarian secondary school students. In: M. Pawlak (ed.), Investigating individual learner differences in second language learning, Second Language Learning and Teaching (pp. 1–21). Cham: Springer. DOI: https://doi.org/10.1007/978-3-030-75726-7_1
Deci, E.L., Olafsen, A.H., Ryan, R.M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4, 19–43. DOI: https://doi.org/10.1146/annurev-orgpsych-032516-113108
Deci, E.L., Ryan, R.M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19 (2), 109–134. DOI: https://doi.org/10.1016/0092-6566(85)90023-6
Dickinson, L. (1993). Talking shop: Aspects of autonomous learning. ELT Journal, 47 (4), 330–336. DOI: https://doi.org/10.1093/elt/47.4.330
Dickinson, L. (1994). Learner autonomy: What, why, and how. Autonomy in Language Learning, 1–12.
Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23 (2), 165–174. DOI: https://doi.org/10.1016/0346-251X(95)00005-5
Dong, Z., Mustapha, S.M. (2020). The relationship between learner autonomy and academic self-efficacy among English major students in Hubei province. European Journal of Molecular & Clinical Medicine, 7 (3), 301–316.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Dornyei, Z., Csizér, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 2 (3), 203–229. DOI: https://doi.org/10.1177/136216889800200303
Édes, C. (2008). Teachers know best’: Autonomous beliefs and behaviours of English majors. A case study of three first-year students at Eötvös University. UPRT, 43–58.
Girelli, L., Alivernini, F., Lucidi, F., Cozzolino, M., Savarese, G., Sibilio, M., Salvatore, S. (2018). Autonomy supportive contexts, autonomous motivation, and self-efficacy predict academic adjustment of first-year university students. Frontiers in Education, 3, 1–19. DOI: https://doi.org/10.3389/feduc.2018.00095
Holec, H. (1981). Autonomy and foreign language learning. Strasbourg: Council of Europe, Pergamon.
Hornstra, L., Stroet, K., Weijers, D. (2021). Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes? Teaching and Teacher Education, 99, 1–12. DOI: https://doi.org/10.1016/j.tate.2020.103257
Illés, É. (2012). Learner autonomy revisited. ELT Journal, 66 (4), 505–513. DOI: https://doi.org/10.1093/elt/ccs044
Illés, É. (2019). A proposed theoretical model of adult language learner autonomy. Journal of Adult Learning, Knowledge and Innovation, 3 (2), 41–48. DOI: https://doi.org/10.1556/2059.03.2019.05
Kormos, J., Csizér, K., Menyhárt, A., Török, D. (2008). ‘Great Expectations’ The motivational profile of Hungarian English language students. Arts and Humanities in Higher Education, 7 (1), 65–82. DOI: https://doi.org/10.1177/1474022207084884
Little, D. (1996). Learner autonomy: Some steps in the evolution of theory and practice. The Irish Yearbook of Applied Linguistics, 16, 1–13.
Little, D.G. (1991). Learner autonomy: Definitions, issues and problems. Dublin: Authentik Language Learning Resources Ltd.
Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24 (4), 427–435. DOI: https://doi.org/10.1016/S0346-251X(96)00039-5
Liu, H.J. (2015). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6 (6), 1165–1164. DOI: https://doi.org/10.17507/jltr.0606.02
Lou, N.M., Chaffee, K.E., Lascano, D.I.V., Dincer, A., Noels, K.A. (2018). Complementary perspectives on autonomy in self-determination theory and language learner autonomy. Tesol Quarterly, 52 (1), 210–220. DOI: https://doi.org/10.1002/tesq.403
Masgoret, A.M., Gardner, R.C. (2003). Attitudes, motivation, and second language learning: A metaanalysis of studies conducted by Gardner and associates. Language learning, 53 (1), 167–210. DOI: https://doi.org/10.1111/1467-9922.00227
Medgyes, P., Nikolov, M. (2010). Curriculum development in foreign language education: The interface between political and professional decisions. In: R.B. Kaplan (ed.), The Oxford handbook of applied linguistics (pp. 263–273). Oxford: Oxford University Press. DOI: https://doi.org/10.1093/oxfordhb/9780195384253.013.0018
Noels, K.A., Lou, N.M., Chaffee, K.E., Zhang, Y.S.D., Zhang, X. (2019). Self-determination and motivated engagement in language learning. In: M. Lamb, K. Csizér, A. Henry, S. Ryan (eds.), The Palgrave handbook of motivation for language learning (pp. 95–115). Cham: Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-28380-3_5
Noels, K.A., Pelletier, L.G., Clément, R., Vallerand, R.J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50 (1), 57–85. DOI: https://doi.org/10.1111/0023-8333.00111
Nunan, D. (2003). Learner training and autonomy: Nine steps to learner autonomy. Symposium 2003, 193–204.
Palfreyman, D.M. (2014). The ecology of learner autonomy. In: G. Murray (ed.), Social dimensions of autonomy in language learning (pp. 175–191). London: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137290243_10
Sifakis, N., Oder, T., Lehmann, M., Blūma, D. (2006). Aspects of learner autonomy in the national curricula of four European countries. In: A.B Fenner, D. Newby (eds.), Coherence of principles, cohesion of competences: Exploring theories and designing materials for teacher education, 132–150.
Spratt, M., Humphreys, G., Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6 (3), 245–266. DOI: https://doi.org/10.1191/1362168802lr106oa
Szőcs, K. (2017). Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study. Apples: Journal of Applied Language Studies, 11 (2), 125–145. DOI: https://doi.org/10.17011/apples/urn.201708233542
Tabassam, H.A., Azhar, M.A., Islam, M. (2021). Self-efficacy, learner autonomy and motivation in second language learning: A case study of Pakistani universities. Ilkogretim Online, 20 (5), 4023–4030.
Tomita, K., Sano, M. (2016). Developing learner autonomy: The perceptions and needs of Japanese EFL learners. Language Education in Asia, 7 (2), 114–130. DOI: https://doi.org/10.5746/LEiA/16/V7/I2/A05/Tomita_Sano
Tremblay, P.F., Gardner, R.C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79 (4), 505–518. DOI: https://doi.org/10.1111/j.1540-4781.1995.tb05451.x
Ushioda, E. (2008). Motivation and good language learners. In: C. Griffiths (ed.), Lessons from good language learners (pp. 19–34). Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511497667.004
Xiao, S. (2021). Self-efficacy, Autonomy and the relationships towards to English achievement. In: B. Bozoğlan, M. Dixit (eds.), Proceedings of the 2021 2nd International conference on mental health and humanities education (ICMHHE 2021). Advances in social science, education and humanities research, 5 (pp. 306-309). China: Atlantis Press. DOI: https://doi.org/10.2991/assehr.k.210617.084
Licence
© Cho Cho Win, Csaba Kálmán 2023
Ce travail est disponible sous licence Creative Commons Attribution - Pas de Modification 4.0 International.
Auteurs
Les auteurs de textes acceptés pour publication dans la revue Glottodidactica sont tenus de remplir, signer et renvoyer à l'adresse de la rédaction, un accord sur l'octroi d'une licence gratuite pour les œuvres, avec obligation d'accorder une sous-licence CC.
Conformément à cet accord, les auteurs des textes publiés dans la revue Glottodidactica accordent à l'Université Adam Mickiewicz de Poznań une licence non exclusive et gratuite et autorisent l'utilisation de la sous-licence Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Les auteurs se réservent le droit de disposer librement de l'œuvre.
Utilisateurs
Les utilisateurs d'Internet intéressés ont le droit d'utiliser les œuvres publiées dans la revue Glottodidactica depuis 2016, selon les conditions suivantes :
- Attribution – obligation de fournir, conjointement avec l'œuvre distribuée, des informations sur l'auteur, le titre, la source (lien vers l'œuvre originale, DOI) et la licence elle-même.
- Aucune modification – l'œuvre doit être préservée dans sa forme originale. Sans le consentement de l'auteur, il n'est pas possible de distribuer l'œuvre modifiée sous forme de traductions, publications, etc.
Les droits d'auteur sont réservés pour tous les textes publiés avant 2016.
Autres
L'Université Adam Mickiewicz de Poznań conserve les droits sur la revue dans son ensemble (mise en page, forme graphique, titre, conception de la couverture, logo, etc.).
A PARTIR DE L’ANNEE 2015, LES ARTICLES PUBLIÉS DANS LA REVUE SONT DISPONIBLES SOUS LICENCE CREATIVE COMMONS : https://creativecommons.org/licenses/by-nd/4.0/deed.fr