The Factors That Affect Learner Autonomy in Learning English As A Foreign Language (Efl) at Tertiary Level in Bangladesh

ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES
ISSN 2394-9392 (Online); DOI: 10.16962/EAPJMRM/issn. 2349-2317/2015; Volume 2 Issue 4 (2016)
www.elkjournals.com
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THE FACTORS THAT AFFECT LEARNER AUTONOMY IN LEARNING ENGLISH

AS A FOREIGN LANGUAGE (EFL) AT TERTIARY LEVEL IN BANGLADESH
Akhtar Nur Begum Rayhana Fatema Chowdhury

Assistant Professor, Department of English Senior Lecturer, Department of English
University of Science and Technology Chittagong Port City International University
Bangladesh Chittagong, Bangladesh
ABSTRACT
Learner autonomy is a worldwide known concept in the field of L2 learning. A lot of research has been carried out
on the issue. Using quantitative method, the present research investigates the factors that affect learner autonomy in
EFL learning at tertiary level education in Bangladesh. Likert scale questionnaire is used to collect data from fifty
students of five private universities in Chittagong, Bangladesh. The findings reveal factors including different
learning strategies and learning styles that affect learner autonomy. These also include the learners’ attitude, self
esteem and self confidence. The practice of using technology and library resources also seem to play a positive role
in influencing learner autonomy. This paper will provide teachers and students new insights into learner autonomy
against the backdrop of tertiary level education in Bangladesh.
KeyWords: Learner autonomy, Tertiary level, Education, EFL (English as a Foreign Language), Learning
Strategies.
1: Introduction
In many countries it is even used as a second
1.1. Background to the Study
language. That is why; students all over the
This research aims at investigating the world are learning English as a compulsory
factors that affect the practice of learner subject. Even in Bangladesh irrespective of
autonomy in learning English as a foreign public or private universities, students of
language (EFL) at tertiary level in various disciplines are taught English as a
Bangladesh. English today has become major course. They are offered two or three
very important as an international language foundation courses so that they can develop
in most countries of the world. Its use as a their English language skills which will in
lingua franca in connecting people of turn aid them in pursuing their own
different nations worldwide is indispensable. disciplines which are taught in English.
In most cases English is taught by even hesitate to express any sort of problems
teachers at tertiary level in Bangladesh using they face. They are reluctant to approach
traditional method of delivering classroom their teachers in case they may be rejected.
lectures. They teach grammar using the As a result, learners feel demotivated.
Grammar Translation Method (GTM) in Learners realize that they will not be
teacher-oriented classrooms. In Bangladesh, benefitted if they remain passive. They wish
teaching is generally viewed as “teacher- to learn English without depending on
centered” (Choudhury, cited in Bashir, 2014, teachers. They feel more at ease if they can
p.171). Teachers use the deductive method share their problems in learning English
of teaching and they provide lectures using with their peers. They prefer to be active and
Bengali and English blended together. They to take charge of their own study and so
are the only active speakers, whereas, the learner autonomy should be promoted in
learners in EFL classrooms are passive EFL classrooms at tertiary levels.
listeners. Most of the time teachers supply Learner autonomy in EFL education
students with stereotyped notes and received a great interest from researchers all
questions. Learners become heavily around the world with a great deal of the
dependent on teachers and so they fail to research originating in Europe and Asia
develop their skills in English. They are not (Nguyen, 2014) Nguyen also states that as
able to utilize their creative faculty in researchers have approached learner
developing the receptive and productive autonomy from different perspectives, there
skills to express themselves in English. exists various definitions on learner
Most of the time, they suffer from anxiety, autonomy.
shyness and fear of making errors. They
1.1.1. Learner Autonomy to achieving optimal success in language
learning (Little, 2004a cited in Bashir, 2014,
Holec (1981, cited in Bashir, 2014, p.172)
p.171). Learner autonomy ensures a
defines the term autonomy as ‘the ability to
‘learner’s freedom as an individual one’ and
take charge of one’s own learning.’ Again
it goes ‘against old, traditional and teacher-
the development of learner autonomy in
centred practice of language teaching’
foreign language classrooms can contribute
(Jamila, 2013, p.31). Autonomous learning
encourages EFL learners to take
responsibility for their own learning and this own language learning and every learner
also helps them build up their cognition and gives himself immense importance.
self confidence. Learners can monitor their
1.1.2. English as a Foreign Language instruction in education nor as a language of
(EFL) communication (eg in government, business or
Using English as a foreign language means ‘the industry) within the country’ (Richards, Platt
role of English in countries where it is taught as and Weber, 1987, p.93). This research is about
a subject in schools but not as medium of learning EFL at tertiary level in Bangladesh.
1.2 Statement of Problem teacher is to transmit knowledge to her

Learner autonomy has been commonly students rather than encouraging the
practised around the world from the end of students to become autonomous in their
the twentieth century and it has been learning. It is demotivating for learners to
successfully used in ‘teaching second find that even after studying English for
language worldwide’ (Jamila, 2013, p.29). fifteen years (from play group level up to
In Bangladesh the teacher-led approach is class 12), they fail to study on their own
still a tradition, that is, the main task of a without depending on teachers’ support.
1.3 Research Context
The above section provides a brief view of describes the rationale for conducting such
the issues related to learner autonomy and research and how to promote learner
the need for undertaking a research on the autonomy in learning EFL in Bangladeshi
factors that affect learner autonomy in tertiary level education.
learning EFL in Bangladesh. This study
1.4 Education Structure of Bangladesh

Figure 1: Education structure of Bangladesh

According to Bangladesh Bureau of vocational educational and professional
Education Information and Statistics education. General education consists of
(BANBEIS)1, the present education system primary level, secondary level and tertiary
of Bangladesh consists of three major stages level. Tertiary level is comprised of 2 – 6
namely, primary, secondary and tertiary years of schooling at colleges. Universities
education. Primary level institutions impart offer graduate and post-graduate degree
primary education, junior level education The University Grants
secondary/secondary and higher secondary Commission (UGC)2 is the apex body of all
level institutions impart secondary the affiliate public, private and international
education. Degree pass, degree honours, universities of Bangladesh. It provides fund
masters and other higher level institutions for ‘Government funded universities’ of
impart tertiary education. Bangladesh. It maintains the autonomous
The education system is categorized into nature of universities. It also ensures the
two streams: primary education (grade I – availability of higher education in
V) and post primary education. The post Bangladesh. Private universities must
primary education is further classified into obtain permission from UGC before they
four types in terms of curriculum: general operate. The Government does not deal
ducation, madrasah education, technical- with universities directly but has to deal
1
http://www.banbeis.gov.bd/es_bd.htm
with UGC which in turn deals with various learning English as a foreign language
universities. UGC offers scholarships to (EFL) at tertiary level in Bangladesh. The
outstanding students, funds researches and findings of this research will hopefully
organizes seminars. encourage EFL learners to be able to
The UGC of Bangladesh was established practice learner autonomy so as to boost up
under the President order (P.O.) No. 10 of their confidence and learning aptitude. It
1973 which was deemed to have come into will also allow teachers to develop
force with effect from 16 December, 1972 autonomy among the learners so as to
Research Aim and Significance facilitate their English language learning.
The aim of this research is to investigate the
factors that affect learner autonomy in
2: Literature Review developing learner theory followed by the
This chapter reviews literature on definition description of the learning strategies that
and topics relating to learner autonomy. learners practise for self-directed learning in
Section 2.1 gives definition of learner section 2.4. This includes the cognitive and
autonomy from different sources. Section the metacognitive strategies. The social-
2.2 discusses the different learning theories psychological factors i.e. attitude and
such as positivism, constructivism and the motivation are discussed elaborately in
critical theory, which foster learner section 2.5. Finally, section 2.6 suggests
autonomy within EFL classrooms. Section some ways in which learner autonomy may
2.3 describes the issues involved in be developed within EFL classroom.
2.1 Learner Autonomy (LA) refers to how students reflect on their
As indicated in (chapter 1) a number of learning and how they are able to realize
definitions of learner autonomy generally when they have effective learning
exist in education, particularly in EFL. opportunities. The field of language
Following the definition given by Holec in teaching comprises of many more terms
1981, a number of other definitions for synonymous to autonomy such as ‘language
learner autonomy were used. Wenden awareness’ (Lier, 1996, cited inJamila,
(1999, cited in Nguyen, 2014,) indicated the p.31), ‘self-direction’ (Candy, 1991, cited in
importance of metacognitive awareness Jamila, p.31) which serve the purpose
when she claimed that, the learner autonomy closely. If we review some of these
definitions we may be able to understand cited in Bashir, 2014.p.172). So, learner

closely what learner autonomy means and autonomy enables an EFL learner to learn in
aims at. Learners in EFL classrooms are a self-directed way. This learning is not
dependent on teachers of learning and this is imposed for the learners but rather achieved.
demotivating in their English learning They are not controlled by anyone else
atmosphere. However, do these students rather they feel enthusiastic about taking
really prefer depending on their teachers for responsibility of their own learning. In this
their learning? Harmer (2007, p.394) notes way they are able to find out and solve their
that a language teacher may be good but own problems in EFL learning by exploring
students will face difficulty ‘unless they aim their hidden potentials and interests. The
to learn outside as well as during class time.’ teacher plays the role of facilitator and
He also adds that ‘students need to be creates a congenial and productive
motivated by teachers to develop their own environment for the learners. Gould (2013)
learning strategies,’ Thus, they become states that learner autonomy enables learners
autonomous learners, that is, they are ‘the not only to take control and responsibility of
doers rather than the recipients of learning their own learning but also makes students
action.’ Edge and Wharton opine that even capable of self – direction and are able to
though ‘classrooms provide a relatively safe develop an independent, pro-active approach
environment for language discourse; the to their studies. She believes that such
major goal for learners is to be able to students are self – reliant have the potential
transfer what they have learnt to the world to learn better than passive learners.
outside’ (Tomlinson, p.296). From the discussion so far, researchers
According to Littlewood (1996, p.97), assign the following attributes to
‘autonomy is the learner’s ability and autonomous learners (Jamila, 2013):
willingness to make choices independently.’  Learners set their objectives and
In order to have successful learning, learners are aware of their goals.
should be reflectively engaged in planning,  They utilize and experience
monitoring and evaluating their learning in freedom in selecting materials
the class. The skills and knowledge the according to their objectives.
learners acquire in the classroom can be
utilised in the world outside (Little, 2000,
 They have insights into their Researchers understand that in order to

learning styles and can choose become autonomous, a learner has to work
their own strategies. to achieve autonomy and that autonomy
 They can assess themselves. comes when one is educationally
 Learners are guided and experienced (Candy, 1991, cited in
facilitated by teachers in an Thanasoulas, 2000).
environment which promotes
learning easily.
2.2 Learning Theories and Learner how they are linked to learner autonomy
Autonomy will be discussed.
In this section three important approaches
which influence knowledge and learning and
2.2.1 Positivism
According to Benson & Voller (cited in passive learners. This view is contrary to
Thanasoulas, 2000), Teachers believe that learner autonomy. So, positivism inhibits
knowledge reflect objective reality. So, learners in EFL classes and demotivates
learning is the transmission of knowledge them from setting objectives to achieve their
from one individual to another. Positivism goals. This view of positivism is opposed to
favours teacher centred traditional the development of learner autonomy in
classrooms where teachers are considered as which learners are free to set their objectives
suppliers of knowledge and students are in a teacher–student friendly environment.
2.2.2 Constructivism meaning to, or construe , the perplexing

Constructivism learning theory is based on maelstrom of events and ideas in which they
the principle that students build knowledge find themselves caught up.’ It runs counter
based upon existing ideas and it avoids to positivism in which students receive
direct instruction. As Candy (1991,p.254) knowledge passively. The activities are
observes, ‘...one of the central tenets of interactive and student–centred rather than
constructivism is that individuals try to give lesson – centred. The teacher is seen as a
guide to learning and helps each learner to this approach makes EFL learners capable of
create knowledge based on information that self-direction and enables them to play their
they get from their world around them. So, role as active learners of knowledge.
Thanasoulas, 2000). They also state that
2.2.3 Critical Theory critical theory is all about power and
Critical theory agrees with constructivism in politics. It deals with power relations and
the sense that knowledge is not discovered power dominance. It focuses on certain
or learned but it is constructed (Thanasoulas, powerful groups in society which bring
2000). According to critical theory, about social change. This helps learners to
knowledge consists in completing realize the social context in which they learn
ideological versions of that reality independently, banish all sorts of false
expressing the interests of different social beliefs, and can be thought of as authors of
groups (Benson & Voller, 1997, cited in their own worlds.
2.3 Issues Involved in Developing Learner EFL learners’ enthusiasm into practicing
Autonomy learner autonomy. The learner and teacher
So far in this study, main features of learner interaction is essential for the learner
autonomy have been discussed. It is autonomy to be implemented. However,
comprehended that autonomy is not a autonomy being a new concept to some
product but as process. It is achieved by teachers, they fail to understand it. They are
fulfilling certain conditions such as learning ill – prepared and reluctant to allow students
strategies including the cognitive and the to take over their own learning. Only after
metacognitive, motivation, attitudes, beliefs understanding the concept of learner
and modes, awareness about the language autonomy, teachers can motivate students to
and the self and meta - language, that is, a develop learning strategies through learner
language analyzing another language. One training in the classroom by raising learner
vital condition for attaining learner awareness. They should realize it is worth
autonomy is the role of a teacher. Learner assimilating learner autonomy into their
autonomy cannot be achieved without pedagogy.
teacher support. Teacher helps gear up the
2.4 Learning Strategies learner to make language learning more

Learner autonomy involves students using a successful, self–directed and enjoyable
number of learning strategies which they are (Oxford, 1990 cited in Cook, 2008). Cook
capable of applying flexibly in different (2008) notes that it is a choice a learner
contexts. O’Malley and Chamot (1990, makes in SLA and which affects his l2
cited in Cook, 2008) carried out an extensive learning. Based on this concept of learner
research according to which learning autonomy this study discusses two main
strategies is based on cognitive psychology. learning strategies.
Learning strategies are steps taken by the
2.4.1 Cognitive Strategies  Use of repetition for imitation of

The term ‘cognitive strategies’ refers to the speech.
use of mind (cognition) in language  Practice resourcing such as
learning, that is, it involves ‘using all your dictionaries for information.
mental processes’ (Cook, 2008, p.116).  Using one’s mother tongue for
O’Malley and Chamot (1990, cited in Cook, translating so as to be able to
2008) say that cognitive strategies involve understand and produce L2
conscious ways of tackling learning, such as  Note – taking of lectures delivered in
note-taking, resourcing (using dictionaries L2.
and other resources) and elaboration  Deduction, that is to know how to
(relating new information to old). They apply L2 rules.
further add that strategies help enhance the  Using contextualization to insert a
learners learning by operating and directly word or a phrase in a meaningful
manipulating incoming information. The sequence.
cognitive strategies increase the efficiency  Transfer, that is to remember facts
with which a learner learns to do a task. and sequences in L2 by utilizing
According to Cook (1993, cited in information acquired in L1.
Thanasoulas, 2000), learners may use the  Use of inference to match an
following cognitive strategies: unfamiliar word with a familiar
word.
2.4.2 Metacognitive Strategies one’s learning. It also involves evaluating

It is an indirect strategy which involves how well one has done (O’Malley and
‘organizing and evaluating one’s knowledge Chamot, 1990, cited in Cook, 2008). The
for e.g. by preparing in advance what is strategy of planning includes the setting of
going to come up in the next class’ (Cook, goals and selecting appropriate cognitive
2008, p.116). Metacognitive strategies strategy to achieve those goals (Wenden,
concern with planning, thinking monitoring 1998, cited in Thanasoulas, 2000)).
They can assess their strengths and
2.5 Social and Psychological Factors: weaknesses.
Self- esteem, Motivation and Learner Coppersmith (1967, pp.4-5), states that
Attitudes self - esteem is ‘a personal judgement of
If language is communication, then worthiness that is expressed in attitudes that
successful EFL learning depends on some the individual holds towards himself’.
social and psychological factors of learning According to him learners having good
and teaching so as to establish meaningful feelings about themselves are sure to
EFL in the classroom. Students’ learning succeed.
activities depends on their learner awareness Attitude is defined by Wenden (1998,
as learners, their learning context, the p.52) as ‘learned motivations, valued beliefs,
language to be learnt, their learning styles evaluations, what one believes is acceptable,
and strategies and their desire to learn. or responses oriented towards approaching
Shumann (1978, cited in Thanasoulas, 2000) or avoiding’. Two types of attitudes are
and Larsen – Freeman and Long (1991, cited vital according to Wenden; learners’
in Thanasoulas) view that social and attitudes and beliefs about themselves in
psychological factors describe in a better learning process and their ability to learn.
way how students react to the learning Students’ beliefs about themselves have an
processes. These factors include learners’ impact on their performance in the EFL
self – esteem, attitudes and motivation. classrooms. For instance if the students are
convinced that they do not possess enough
Learners have a clear idea about the purpose aptitude for language learning they may not
of learning the language, the areas of their make any effort to learn the language. In
problems and improvement in that language. other words, beliefs can become unfortunate
in fostering learner autonomy. Teachers Motivation according to Dornyei (1998,

have a role in assessing whether student’s cited in Thanasoulas, 2000) is the main
beliefs might have a negative impact on stimulating factor in L2 learning.
learning. So, learners need to possess Motivation is crucial as it enhances the
positive attitudes to get themselves desire of a learner in EFL classroom.
motivated. Motivation makes a learner feel optimistic
about her success in EFL learning.
2.6 Ways of Developing Learner language courses which ‘reflect the learners
Autonomy goals in its language, task and strategies.’
There are different ways of developing The course tasks should be authentic related
learner autonomy. Cotterall, (2000, cited in to the real world and ‘promote reflection on
Harmer, p.395) suggests that in order to learning.’ Some common ways of
promote learner autonomy and create learner developing learner autonomy are:
awareness, learners should be assigned
2.6.1 Journals practice and helps to improve the students’

According to Harmer (2007, p.400) journal general writing skills and enable them to
writing provides students ‘ good writing express feelings more freely.’
2.6.2 Self –reports questionnaires both of which extract

Wenden (1998) states that self- report information about the learners’ feelings,
writing help learners to introspect on their skills and the problems she or he faces. By
learning. She also adds that self – reports writing self –reports learners can become
provide information on the strategies aware of their learning strategies and also
learners use at the time of report. Wenden can evaluate their goals and techniques for
categorizes self- report into two types: semi learning.
– structured interviews and structured
2.6.3 Note – taking and Diaries EFL learners at tertiary level study courses
in which lectures are delivered in English
and for these they need to take notes. initiatives in learning because people who
Harmer (2007, p.399) observes ‘the purpose take the initiative learn more than those who
of this activity is to get students to select a wait passively for teachers to teach them
strategy so that they can take responsibility (Knowles, cited in Bashir, 2014, p.176.).
for their own note – taking method’. Some So, teacher-student relationship is vital.
learners take copious notes, while others From the above literature review, it can
note down a few points. Diaries on the other be observed that learner autonomy is
hand, help students to plan, monitor and practiced worldwide. At present, it enjoys
evaluate their learning, identifying any high demand and is considered to be
problems they run into and suggesting immensely fruitful. Hence, it is important to
solutions (Thanasoulas, 2000). Again, investigate the scope of implementing
though the notion of learner independence Learner autonomy in Bangladesh. This
does not follow tradition where the teacher study investigates the factors that affect the
is director of learning, yet the teacher does learner autonomy in EFL classrooms at
not completely relinquish authority. tertiary level in Bangladesh and also
Teachers can help students to develop hopefully it will give rise to further scopes
learning strategies through learner training for other researchers to work with learner
in many ways. Learners should also take autonomy.
and population in section 3.2. The
3: Research Methodology subsequent sections describe the method in
Earlier, chapter two outlined the existing which this research was conducted in section
research on factors affecting learner 3.3 the instruments that were employed in
autonomy in learning English as a foreign section 3.4 including the discussion of the
language and it mainly focused on the data collection in section3.5 and the analysis
different theories and other issues including methods that were used in section 3.6.
Finally the potential problems and
the strategies which develop learner limitations are described in section3.7.
autonomy among EFL learners. Chapter
three provides the research questions in
section 3.1 and description of the sampling
3.1 Research questions
The primary focus of this study is on 1. How autonomous are the tertiary
learners and the factors that affect learner level EFL learners in Bangladesh?
autonomy in EFL learning in Bangladesh 2. What are the factors that affect
and the research question for this study are: learner autonomy at tertiary level in
Bangladesh?
3.2 Sampling and population (USTC), Southern University Bangladesh

The sample population in this study (SUB), International Islamic University
comprises of fifty undergraduate students Chittagong (IIUC), Port City International
from first to eighth semesters of different University (PCIU) and University of
faculties studying in five universities of Information Technology and Science
Bangladesh. These students belong to (UITS).
various disciplines including English, The participants for this study are chosen
Electrical Engineering , Bachelor of using random sampling, that is, samples are
Business Administration (BBA), Pharmacy, selected randomly. Selection is based on
BSc in Textiles and Economics and Banking chance and it is unbiased. Conclusions can
and have taken English as the prerequisite be made pertaining to the population from
course to fulfil the requirement for the results obtained from the sample,
graduation. Five universities that are (Dornyei, 2007). 50 participants are chosen
selected for the study are University of through random sampling for quantitative
Science and Technology Chittagong data.
world. Quantitative research is a very useful
3.3. Adopted Methodology with Rationale research methodology because it is less time
Since the present study aims to respond to consuming and less costly because the data
the research questions of a quantitative can be analyzed using statistical computer
nature, quantitative method is used to software. This inquiry is rigorous, focused
explore the issue. and tightly controlled, involving precise
measurement and producing reliable and
Quantitative research is a formal objective replicable data that is generalizable to other
and systematic process where numerical contexts (Dornyei, 2007). By employing
data is used to collect information about the quantitative method in this research, it is
expected that the result that would emerge would be acceptable to a large audience.
3.4 Instruments
The instrument, a written questionnaire is they are often designed for statistical
used to collect a quantitative data. A analysis of the responses this is not always
questionnaire is a research instrument the case.
consisting of a series of questions and other The following table is an overview of the
prompts for the purpose of gathering relation between research questions and
information from respondents. Although items in the questionnaire:
Table 1: Relation between research questions and items in the questionnaire

Research questions Related items in the questionnaire
1) How autonomous are a) I cannot learn English with/without my teacher/myself.
the tertiary level EFL b)I should learn English within my institution/at
home/outside the class.
learners in Bangladesh?
c) I can evaluate my learning/plan my learning.
d)Self-study gives me confidence/ interest.
e) I do not understand when I read alone.
f) Ican organise my learning materials with/ without teachers
help.
g) I can plan my learning schedule.
2) What are the factors a) I use the resources available at the university library.
that affecting learner b) I use computers/audio-visual equipment for learning
autonomy at tertiary English activities.
level in Bangladesh? c) I do not know how to use technology/online learning
activities for learning English.
of twenty items designed to elicit responses

Likert Scale questionnaire is used to on a five- point Likert Scale ranging from
collect quantitative data from the agree to strongly disagree to get
participants. The questionnaire has two information from students. The format of the
sections: one background information of questionnaire is shown in the appendix.
the participants and the second part consists
3.5 Data Collection Procedure The questionnaires are distributed among

50 undergraduate students selected from the
five universities namely, University of Deans and Chairpersons of various faculties

Science and Technology Chittagong in the above mentioned universities. At
(USTC), Southern University Bangladesh IIUC female campus, Bohoddarhat, the
(SUB), International Islamic University researcher is fortunate enough to gather
Chittagong (IIUC), Port City International students of different departments who
University (PCIU) and University of happily agree to fill up the questionnaires..
Information Technology and Science Students are given guidelines on how to
(UITS). Consents are taken from the write their background information and
participants before they are given the respond to the Likert scale items. Data is
questionnaire. They are also informed that collected from fifty students. Students enjoy
they can terminate their participation any the experience.
time they want. Permission ARE taken from
3.6 Data Analysis Procedure Likert scale is converted into the percentage.
In this research, MS Word is employed to Tables are used to show the percentages.
analyze the quantitative data. Each of the These data will be used to verify the
variables corresponding to an item on the findings from quantitative data.
3.7 Limitations teachers also as samples, then the result

It is observed that, conducting this research could have been more reliable. This
on learner autonomy, where data has to be research explores learner autonomy in only
collected from students, has been really small number of universities in Bangladesh,
challenging. Due to unstable political that is, only in Chittagong, and so it is not
condition and continual strikes, students’ generalizable to other context. Even if the
universities where this research has been
presence on the campuses has been feeble. carried out are representative universities of
There is also problem lying with time Bangladesh, it cannot however be claimed
constraint. In this study, only students are that the present study will be compatible
taken as samples, but if it could include with all universities in Bangladesh.
4: Results and Discussion

In this chapter the overall findings of the focuses on students’ capability to learn
research are presented. Here the research English with or without teachers, students’
questions on autonomy in learning English ability to learn English at home or within
as a foreign language at tertiary level in their institution only, ability to organise
Bangladesh are answered. The data learning materials by themselves and the
collected from the participants mainly different learning strategies used by them.
4.1 Quantitative data with analysis
The quantitative data for this research comes
from questionnaire which is analysed below
4.1.1 Learning English without teachers
Figure2: Analyzing students’ learning English without teachers
Participants are asked if they can learn 30% agree and likewise 6% strongly agree
English without their teachers. 42% disagree that they cannot learn English without their
and 4% strongly disagree saying that they teachers. 18% seem to be unaware of this.
can learn English without their teachers.
Regarding learning English within one’s
4.1.2 Learning English within one’s institution, most of the participants disagree
institution with it. So it is seen in figure: 3 that a
majority of 36% disagree and 22% strongly
disagree that English should be learnt only

within one’s institution.
Figure 3: Analyzing learning English within one’s institution
A meagre amount of 4% may be unaware of that English should be learnt within one’s
this but 22% agree and 16% strongly agree institution.
4.1.3 Learning English better outside the class
Figure 4: Analyzing students’ learning English better outside the class
Participants are asked if they learn English class. 24% participants seem to be unaware
better outside the class. To this 40% about this. So, it is seen that are classroom
respondents disagree and 2% strongly oriented. They feel that teachers are
disagree. Whereas, 34% participants claim indispensable for teaching English language.
that they can learn English better outside the
4.1.4 Students should learn English more own efforts for learning English and 16%
by themselves than by their teachers. strongly agree to it.
Regarding learning English by students
themselves rather than by teachers, 42% of
respondents admit the importance of their
Figure 5: Analyzing learners’ learning English by themselves than by their teachers
Whereas, 34% participants are of the should depend on teachers. However, the
opinion that teacher’s role is very important rest 4% do not show any interest in this
for their success in EFL. They believe they matter as seen in figure: 5.
4.1.5 English should be learnt more at home than within the language class.
Figure 6: Analyzing learning English more at home than within language class
Participants are asked if English should be and do not support it. 20% participants are
learnt more at home than within the not sure about it.
language class. 40% agree to this supported
by 12% who strongly agree. 24% disagree
4.1.6 Ability to organize learning materials without the help of teacher
Figure 7: Analyzing learners’ ability to organize materials without the help of teacher
About the ability to organise their learning agree that they can organize their own
materials, 40% respondents admit that they learning materials without teacher’s help.
cannot organize their own materials. 34% 8% remain unsure about this matter.
4.1.7 Need of teacher’s help to organize what to learn next
Figure 8: Analyzing need of teacher’s help to organize what to learn next
Participants are asked whether they need they need teacher’s help indicating that they
teacher’s help in organizing what to learn are dependent on teachers. Only 4%
next. 62% agree and they are supported by respondents disagree about requiring
28% participants who strongly agree that teacher’s help.
4.1.8 Student’s ability to plan schedule to support learning
Figure 9: Analyzing student’s ability to plan schedule to support learning
About planning schedule, 70% respondents to it. So, the participants may be considered
agree that they can take initiatives in to be aware of the importance of self efforts
planning their own schedule. 24% strongly for their learning in EFL context.
agree to this. Only 6% participants disagree
4.1.9 Ability to evaluate one’s own learning
Figure10: Analyzing ability to evaluate one’s own learning
About 54% students agree that they can opine that they are unable to evaluate their
evaluate their own learning. 22% own learning. 10% participants are unaware
participants strongly agree to this. 14% about it.
4.1.10 Self study is more interesting without teacher
Figure 11: Analyzing self-study is more interesting without a teacher
Regarding self study without teacher, 32% supported by 16% of participants who
respondents go against the opinion and strongly agree, that they find more interest
clearly show that they are teacher – in self study. 16% participants remain
dependent. 30% agree and they are further neutral.
4.1.11 Lack of self –confidence in reading by oneself
Figure 12: Analyzing lack of self-confidence in reading by oneself
Students are asked if they fail to gain self- to this. Whereas, 30% state that they get no
confidence if they read by themselves. 42% confidence. 12% remain unaware in this
students disagree and further 12% disagree mater.
4.1.12 Student’s failure to understand when reading alone
Figure 13: Analyzing student’s failure to understand when reading alone
Students are asked if they fail to understand have capacity to understand when they read
when they read alone. 70% disagree on their own. 14% participants cannot
supported by a further 8% who strongly understand when they read alone.
disagree to this. This indicates that students
4.1.13 Learning strategies followed by learners
Table – 2
Learning strategies followed by learners 1% 2% 3% 4% 5%
There are sufficient English language learning books in my library. 42 6 0 32 20
I use computers for learning computer-based English language learning
62 10 4 20 4
activities.
I am not skilled enough to use the cell phone for learning English. 22 8 4 46 20
Audio-visual equipment should be available to help me to learn English
66 20 10 4 0
Independently.
I do not know how to use technology for English learning. 10 6 4 62 18
I am not skilled enough to practice online English language-learning
24 8 8 44 16
activities.
I use the resources available at the university library(books, journals,
46 6 14 28 6
magazines newspapers, DVD’s, CD’s)
I visit the library or the students’ study room to study my English lessons 30 6 12 48 4
1=Agree, 2= strongly agree, 3=unaware, 4=disagree, 5= strongly disagree
Participants are asked about the learning participants support the use of audio –visual
strategies followed by them. The above equipment to learn English independently.
table shows that 62% participants use Again 46% students are eager to use library
computers for learning computer –based resources which motivate them in self-study.
English language learning activities. 66% 48% participants do not visit the library for
studying English Lessons. Only 30% visit opinion of 62% participants. They disagree
the library for study purpose and 12% are with the statement that learners are not
unaware of its use. Learners have the skilled users of technology. 46% students
expertise and skills to use technology for strongly disagree of not knowing how to use
English learning as is evident from the the cell phone for learning.
4.2 Discussion learning English within classroom is better

The responses of the participants to the than outside. So, these students are not
questionnaire are matched with the research familiar with the concept of learner
questions and the following findings from autonomy and still adhere to teacher-centred
the quantitative data are discussed: learning. It is also observed maximum
With regards to the first research students cannot take initiatives to organize
question, most participants disagree to the their own learning materials without
statement in the questionnaire that, they are teacher’s help. They need help from their
unable to learn English without their teachers what they are going to learn next.
teachers. They are further supported by This does not seem to agree with Cook
those who agree that they can learn English (2008), who comments that learners should
better by themselves without teachers. This be able to plan and organize what is going to
shows that learners have confidence and come next. However, they can plan their
they are willing to take initiatives which schedule and evaluate their learning which is
echoes with Holec(1981,cited in in agreement with (O’Malley and Chamot,
Bashir,2014,p.172) that learners are able to 1990, cited in Cook, 2008). Learners are
take charge of their learning. They do not aware of utilizing metacognitive strategies
prefer teacher-centred classroom. in their learning. Maximum participants
Participants prefer learning English seem to have developed self-confidence.
outside institution. They can learn more They seem to understand when they read
English at home. This point is strengthened alone without teacher’s support. This agrees
by Harmer(2007) who remarks that students with Wenden(1998). It shows that students
should learn not only in the class but also feel they have aptitude to learn. There is not
outside. Again, there seems to be mixed much difference between the number of
feeling as maximum participants feel that participants who find and who do not find
interest in reading. This supports learning computer-based English, practising

Dornyei(1998.cited in Thanasoulas,2000). online English language /learning activities,
They need to be motivated so as to get more use of various library resources are a great
interest in self -study. source of motivation in EFL learning. This
So, it can be seen that most EFL learners accords with O’Malley and
do prefer autonomous learning to teacher- Chamot(1990,cited in Cook,2008,p.115)
centred learning. who state that learners use strategies, that is ,
With regards to the second research they take steps to ‘make learning
question, the findings from the successful, self-directed and enjoyable.’
questionnaire reveal that students have This also strengthens the observation of
developed their own learning strategies. Candy(1991) where activities are student-
EFL learners take initiatives in using centred rather than teacher-centred. These
technology for learning English in and strategies influence learner autonomy at
outside classroom. Maximum participants tertiary level in Bangladesh.
unanimously agree that use of computers for
5: Conclusion Again, many participants opine that they

5.1 Summary of Findings can plan their own schedule and evaluate
The study in hand reveals that respondents themselves. They admit that they learn more
have mixed feeling. Participants seem to English at home and understand better when
have some aspects of autonomous learning they read alone. They have developed
and some aspects of teacher-centered cognitive powers which support learner
learning. From the findings, it is seen that autonomy.
majority students lack constructivism as They have also developed their own
they depend on their teacher for learning learning strategies. It is a good sign that EFL
English. They believe that their institution is learners take initiatives in using technology
the only place to learn. They need to be for learning English in and outside the
motivated to develop metacognitive classroom. Autonomous learners take
strategies so that they can plan and organize initiatives and try out new things in their
their own lessons and learning materials. language learning. In this way they also
practice their own learning styles.
The use of technology in EFL learning is an Overall, the study may help the teachers to
important factor in fostering autonomous encourage learners to plan their own lessons
learning and this is very much obvious from by developing their own learning styles and
the results in the questionnaire. . strategies by making use of technology and
other resources. The study may also
5.2 Pedagogical Implications: encourage EFL teachers to step out of their
This study investigates the factors that affect traditional methods of teaching and look into
the learner autonomy in learning English at students’ insights to plan, organize their
tertiary level in Bangladesh and the reasons study materials and evaluate their own
which create these factors. These factors are study, thus gradually making them
investigated through the examination and autonomous.
analysis of questionnaire responses. This
research shows that undergraduate English 5.3 Recommendation
learners depend on the teachers for learning This study recommends further research to
English and they believe that classroom is be conducted in learner autonomy so as to
the only place to learn English. This practice upgrade teachers professionally as well to
is demotivating for EFL learners. motivate EFL learners to be less dependent
Positivism, that is, Teacher – centred on teacher-centred learning. This study
classrooms should be discouraged allowing further recommends teaching system in
learners to take responsibility of their on Bangladeshi universities be innovated.
learning. Learners should be trained to rely English classes can be made interesting by
less on teachers and engage in self -study. arranging activities, and using modern
This study shows that, students feel technology such as audio-visual system and
discouraged to study at the library or multimedia projectors. Computer based
practice English outside classrooms. English learning activities and other online
Students even depend on their teachers to English learning activities can be
organize what they will learn next. They feel incorporated into the syllabus. Teachers
they cannot understand what they read may be trained so that they are familiar with
without teacher’s help. This implies EFL learner autonomy and incorporate it into
learners’ cognitive and metacognitive their teaching system. Regular workshops
strategies should be motivated and enriched.
and seminars can be held to fulfil the tertiary level in Bangladesh. The findings of
purpose. quantitative data suggest that majority of
Secondly, this study also recommends that participants prefer autonomous learning to
Library resources be enriched in the teacher-centred learning. There are factors
universities by supplying books including which affect autonomous learning and this
textbooks and other authentic materials such are learners’ learning styles and strategies
as magazines, journals articles newspapers which include organizing learners’ study
and so on so that students may learn and materials, evaluation of study and easy
practise outside classrooms. This will access to computer and technology – based
motivate learners to actively take part in self study. Social and psychological factors such
learning process. This will provide them as learners ‘self esteem, motivation, self
opportunity not only to communicate with confidence and learners’ attitudes are also
teachers but also with their peers. some factors that affect learner autonomy.
These factors can be of immense influence
5.4 Conclusion in promoting learner autonomy at the
This study seeks to identify the factors that tertiary level EFL learning in Bangladesh.
affect learner autonomy in EFL learning in
Candy, P. C.(1991). Self-direction for
References Lifelong Learning.
BANBEIS. Bangladesh Bureau of Education California:Jossey-Bass.
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Bashir, A.(2014). Investigating Dornyei, Z. (2007). Research Methods in
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Readiness for Autonomous Learning. University Press.
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Cook,V.(2008). Second Language Learning Development: Living in the
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Hodder Education. (Ed.), Materials Development in
Language Teaching (pp 295-310). ANH%20NGA_NGUYEN_Thesis.p

Cambridge: Language Teaching df
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Autonomy. Retreived on May10, Linguistics. London:Longman.
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29/learner-autonomy/ fostered? The Internet TESL
Harmer, J.(2007). The Practice of English Journal,6(11).Retrieved on March
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Edinburgh:Pearson Longman. http://iteslj.org/Articles/Thanasoulas
Jamila, M. (2013). Use of Learner -Autonomy.html.
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Journal Wenden, A.(1998).Learner Stategies for
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Appendix
List of Abbreviations
L2: Second language
BANBEIS: Bangladesh Bureau of Education
Information and Statistics PCIU: Port City International University
BBA: Bachelor of Business Administration SLA: Second language acquisition
BSc: Bachelor of Science SUB : Southern University Bangladesh
CD: Compact Disc UGC: University Grants Commission
DVD: Digital Versatile Disc UITS; University of Information Technology

and Sciences
EFL: English as foreign language
USTC: University of Science and Technology
GTM: Grammar Translation Method Chittagong
IIUC: International Islamic University

Chittagong
Questionnaire to Students
Background Information
Age : ___________ years old
Sex (Please circle)
Female Male
Semester that I belong to: _______
Department that I belong to: __________
My university provides good English language learning facilities. (Please circle)
Yes No
Questionnaire
Please tick mark the corresponding answer (only one per line)
Agree Strongly Unaware Disagree Strongly

Agree Disagree
1. I cannot learn English without my teachers.
2. I should learn English within my institution.
3. I can learn English better outside the class.

4. I should learn English more by myself than by my

teachers.
5. I should learn English more at home than within
my language class.
6. I can organize my own materials which I have to
learn next without the help of the teachers.
7. I need help from my teacher to organize what I am
going to learn next.
8. I can plan my schedule to support my learning.
9. I can evaluate my learning by myself.
10. I find self-study more interesting without my

teacher.
11. I do not get any confidence if I read myself.
12. I do not understand when I read alone.
13. There are sufficient English language learning

books in my university library.
14. I use computers for learning computer-based
English language learning activities.
15. I am not skilled enough to use the cell phone for
learning English.
16. Audio-visual equipment should be available to
help me to learn English independently.
17. I do not know how to use technology for English
learning.
18. I am not skilled enough to practise online English
language learning activities.
19. I use the resources available at the university
library ( books, journals magazines, newspapers,
DVD’s, CD’s).
20. I visit the library or the student’s study room to
study my English lessons.

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ELK ASIA PACIFIC JOURNAL OF SOCIAL SCIENCES

ISSN 2394-9392 (Online); DOI: 10.16962/EAPJMRM/issn. 2349-2317/2015; Volume 2 Issue 4 (2016)

THE FACTORS THAT AFFECT LEARNER AUTONOMY IN LEARNING ENGLISH

Akhtar Nur Begum Rayhana Fatema Chowdhury

1.2 Statement of Problem teacher is to transmit knowledge to her

1.4 Education Structure of Bangladesh

Figure 1: Education structure of Bangladesh

definitions we may be able to understand cited in Bashir, 2014.p.172). So, learner

 They have insights into their Researchers understand that in order to

2.2.2 Constructivism meaning to, or construe , the perplexing

2.4 Learning Strategies learner to make language learning more

2.4.1 Cognitive Strategies  Use of repetition for imitation of

2.4.2 Metacognitive Strategies one’s learning. It also involves evaluating

in fostering learner autonomy. Teachers Motivation according to Dornyei (1998,

2.6.1 Journals practice and helps to improve the students’

2.6.2 Self –reports questionnaires both of which extract

3.2 Sampling and population (USTC), Southern University Bangladesh

Table 1: Relation between research questions and items in the questionnaire

of twenty items designed to elicit responses

3.5 Data Collection Procedure The questionnaires are distributed among

five universities namely, University of Deans and Chairpersons of various faculties

variables corresponding to an item on the findings from quantitative data.

3.7 Limitations teachers also as samples, then the result

4: Results and Discussion

4.1.1 Learning English without teachers

Figure2: Analyzing students’ learning English without teachers

disagree that English should be learnt only

Figure 3: Analyzing learning English within one’s institution

4.1.3 Learning English better outside the class

Figure 4: Analyzing students’ learning English better outside the class

Figure 5: Analyzing learners’ learning English by themselves than by their teachers

Figure 8: Analyzing need of teacher’s help to organize what to learn next

Figure 9: Analyzing student’s ability to plan schedule to support learning

Figure10: Analyzing ability to evaluate one’s own learning

Figure 11: Analyzing self-study is more interesting without a teacher

Figure 12: Analyzing lack of self-confidence in reading by oneself

Figure 13: Analyzing student’s failure to understand when reading alone

4.2 Discussion learning English within classroom is better

interest in reading. This supports learning computer-based English, practising

5: Conclusion Again, many participants opine that they

Language Teaching (pp 295-310). ANH%20NGA_NGUYEN_Thesis.p

BBA: Bachelor of Business Administration SLA: Second language acquisition

BSc: Bachelor of Science SUB : Southern University Bangladesh

CD: Compact Disc UGC: University Grants Commission

DVD: Digital Versatile Disc UITS; University of Information Technology

IIUC: International Islamic University

Agree Strongly Unaware Disagree Strongly

2. I should learn English within my institution.

3. I can learn English better outside the class.

4. I should learn English more by myself than by my

9. I can evaluate my learning by myself.

10. I find self-study more interesting without my

12. I do not understand when I read alone.

13. There are sufficient English language learning

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