learning autonomy

One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

Learner autonomy has become the area of interest by many researchers of foreign language learning in the recent years. However, few studies have been done concerning the case of Kurdish learners` autonomy in learning languages. For this reason, the current study addresses this gap. It intends to investigate to what extent Kurdish learners are autonomous in learning English language. The study is significant in that it gives a broader understanding of the concept of autonomy to Kurdish learners and their language teachers to maintain how important autonomy is in promoting effective English language learning. The research adapts qualitative method in order to examine the views of Kurdish students who are currently studying at Salahaddin University in Kurdistan and their major field is English language learning. It involves six participants from various stages of undergraduate level to have the opportunity to examine autonomy according to different levels of learners` ability of using English language. The results of the study highlight that fortunately the participants showed a great degree of control over their learning. It was indicated that they were able to self asses their learning and design their own learning plans. Exploring their language learning autonomy experiences provide Kurdish learners and academics with a better understanding of how to challenge traditional methods of learning and what strategies to adopt to make learners more independent in the learning process.