Developing a Model for Learner Autonomy Capacity Measurement in EFL Learning
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Abstract
Learner autonomy has been considered an essential goal of English as a Foreign Language (EFL) education. This capacity empowers students to actively engage in learning activities and gives them greater control over their learning environment. Existing research on learner autonomy has proposed six conceptual models, yet these frameworks have limited employment for measuring this capacity. This study aims to identify the core dimensions of learner autonomy and develop an adaptable model for measurement purposes. Employing a quantitative approach, this study developed a 62-item questionnaire and collected data from 562 EFL undergraduate students across four regions of Vietnam. Exploratory factor analysis identified a four-dimensional model of learner autonomy, highlighting the distinction between technology-supported and traditional learning activities. Statistical analyses confirmed significant correlations among all dimensions, emphasizing the dynamic and interdependent nature of learner autonomy. The proposed model offers a framework for measuring autonomy, with future research needed to refine it based on contextual influences.
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