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Revisiting Saudi EFL Learners' Autonomy: A Quantitative Study

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Title: Revisiting Saudi EFL Learners' Autonomy: A Quantitative Study
Language: English
Authors: Haque, Md Mahmudul (ORCID 0000-0001-5682-4007), Jaashan, Hasan M. (ORCID 0000-0002-1488-1799), Hasan, Md Zobaer (ORCID 0000-0002-6378-6333)
Source: Innovation in Language Learning and Teaching. 2023 17(4):845-858.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Personal Autonomy, Student Attitudes, Barriers, English (Second Language), Second Language Learning, College Students, Correlation, Student Behavior, Cultural Influences
Geographic Terms: Saudi Arabia
DOI: 10.1080/17501229.2023.2166512
ISSN: 1750-1229
1750-1237
Abstract: Purpose: The purpose of this study is to examine Saudi EFL learners' autonomy beliefs, the relation between their autonomy beliefs and autonomy practices, and the major obstacles against their autonomy. Design/methodology/approach: In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson's correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners' autonomy. In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson's correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners' autonomy. Findings: The findings revealed that Saudi EFL learners are autonomous. A paired t-test showed that there was no significant difference between the autonomy beliefs and autonomy practices among the participants. In addition, Pearson's correlation test detected a statistically significant positive relationship between Saudi EFL learners' autonomy beliefs and autonomy practices. The study also identifies the following major obstacles against Saudi EFL learners' autonomy: over reliance on their teachers and on their test results, lack of opportunity to express their opinions about learning and not discussing how they work out their learning tasks. Originality/value: Autonomy studies conducted in the Saudi EFL contexts have adopted only the dichotomous view of learner autonomy in which learners are categorized either autonomous or non-autonomous. No reported studies seem to explore the 'Alternative view' (Little, 2011) of learner autonomy, which challenges this dichotomous view and looks beyond the categories of autonomous and non-autonomous language learners. Similarly, it also appears that examining the relation of Saudi EFL learners' autonomy beliefs and autonomy practices has been overlooked. Therefore, the current study aims to present an in-depth understanding of Saudi EFL learners' autonomy with sound theoretical underpinning and methodological rigour. Adopting Little's (2011) alternative view of learner autonomy as its theoretical framework.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395036
Database: ERIC
FullText Text:
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  Data: Revisiting Saudi EFL Learners' Autonomy: A Quantitative Study
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  Data: <searchLink fieldCode="AR" term="%22Haque%2C+Md+Mahmudul%22">Haque, Md Mahmudul</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5682-4007">0000-0001-5682-4007</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jaashan%2C+Hasan+M%2E%22">Jaashan, Hasan M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1488-1799">0000-0002-1488-1799</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hasan%2C+Md+Zobaer%22">Hasan, Md Zobaer</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6378-6333">0000-0002-6378-6333</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Innovation+in+Language+Learning+and+Teaching%22"><i>Innovation in Language Learning and Teaching</i></searchLink>. 2023 17(4):845-858.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/17501229.2023.2166512
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  Data: 1750-1229<br />1750-1237
– Name: Abstract
  Label: Abstract
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  Data: Purpose: The purpose of this study is to examine Saudi EFL learners' autonomy beliefs, the relation between their autonomy beliefs and autonomy practices, and the major obstacles against their autonomy. Design/methodology/approach: In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson's correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners' autonomy. In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson's correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners' autonomy. Findings: The findings revealed that Saudi EFL learners are autonomous. A paired t-test showed that there was no significant difference between the autonomy beliefs and autonomy practices among the participants. In addition, Pearson's correlation test detected a statistically significant positive relationship between Saudi EFL learners' autonomy beliefs and autonomy practices. The study also identifies the following major obstacles against Saudi EFL learners' autonomy: over reliance on their teachers and on their test results, lack of opportunity to express their opinions about learning and not discussing how they work out their learning tasks. Originality/value: Autonomy studies conducted in the Saudi EFL contexts have adopted only the dichotomous view of learner autonomy in which learners are categorized either autonomous or non-autonomous. No reported studies seem to explore the 'Alternative view' (Little, 2011) of learner autonomy, which challenges this dichotomous view and looks beyond the categories of autonomous and non-autonomous language learners. Similarly, it also appears that examining the relation of Saudi EFL learners' autonomy beliefs and autonomy practices has been overlooked. Therefore, the current study aims to present an in-depth understanding of Saudi EFL learners' autonomy with sound theoretical underpinning and methodological rigour. Adopting Little's (2011) alternative view of learner autonomy as its theoretical framework.
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      – SubjectFull: Saudi Arabia
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