Advances in Language and Literary Studies - Vol. 8 No. 2 - The Use of Learner Autonomy in English as a Foreign Language Context among Saudi Undergraduates

Oct 15, 2026

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This paper examines learner autonomy practices among Saudi undergraduates in the Preparatory Year at Najran University. The Short List questionnaire by Dixon (2011) is used to assess autonomous learning in an English as a foreign language (EFL) context. Quantitative findings from 208 male level-one students indicate a low overall level of learner autonomy in English. Linguistic confidence, social comparison, and locus of control are weaker areas, while information literacy, metacognition, and self-reliance show medium averages.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

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Introduction

Learner Autonomy

Review of Literature

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 8 No. 2; April 2017 Australian International Academic Centre, Australia | | | | | --- | --- | --- | | | | | | Flourishing Creativity & Literacy | | | The Use of Learner Autonomy in English as a Foreign Language Context among Saudi Undergraduates Enrolled in Preparatory Year Deanship at Najran University Ali Abbas Falah Alzubi (Corresponding author) School of Languages, Literacies, and Translation, Universiti Sains Malaysia, PO box 11800, Penang, Malaysia E-mail: [aliyarmouk2004@gmail.com](aliyarmouk2004@gmail.com) Manjet Kaur Mehar Singh School of Languages, Literacies, and Translation, Universiti Sains Malaysia, PO box 11800, Penang, Malaysia [E-mail: manjeet@usm.my](E-mail: manjeet@usm.my) Ambigapathy Pandian School of Languages, Literacies, and Translation, Universiti Sains Malaysia, PO box 11800, Penang, Malaysia E-mail: [ambiga@usm.my](ambiga@usm.my) Doi:10 .7575/aiac.alls.v. 8n.2p.152 URL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.152](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.152) Received: 05/03/2017 Accepted: 17/04/2017 Abstract This paper explores the current practices of learner autonomy among Saudi undergraduates at Preparatory Year, Najran University. The Short List questionnaire developed by Dixon (2011) was administered to measure the use of autonomous learning in English as a foreign language (EFL) context. Quantitative data were gathered from 208 male students in level one. The results of the data analysis showed that the participants experience a low level of learner autonomy (LA) in English language. While the LA dimensions of linguistic confidence, social comparison, and locus of control are considered a weakness for the participants, they had medium averages in information literacy, metacognition, and self-reliance dimensions. Therefore, the study suggests the need for pedagogical treatments like the strategy use instruction to develop LA in the Saudi EFL context. Keywords: Autonomous Learning, Learner Autonomy, Preparatory Year, Saudi Arabia, Short List 1. Introduction Learner autonomy (LA) has been seen as a revolutionary and resistant approach against the norm in education in general, and language teaching and learning in particular since 1980s. It is so as many current educational practices in public schools do more to implant dependency rather than to produce autonomous and lifelong learners taking control of their own learning (Al-Saadi, 2011; Grow, 1991) . Consequently, the LA mode of education is extended to university and thus is imposing a lot of challenges; most importantly the inability to take any initiative for deciding what and how students will learn. Undergraduates at Saudi universities are required to improve themselves as autonomous learners. They should be responsible, make decisions, and display self-confidence. They also need to develop critical thinking skills, as well as reasoning and problem-solving skills. However, Al-Saadi (2011) and Tamer (2013) state that the current educational system in Saudi Arabia features with the teacher ’s dominance and rote learning. As a result, this kind of education does not conform to the realities of today’s world, and is therefore unsustainable as it does not provide creative learning activities engaging learners in autonomous learning. The shift from the memorization methods of lecturing students to the novel idea of helping students teach themselves intoday’s world of language learning necessities that LA among EFL undergraduates is enhanced. LA goes beyond the rote memorization and direct lecturing. Autonomous learners are more respective of knowledge to involve active and conscious knowledge about learning (how things are processed) which will enable learners to exercise some control over the learning process and gradually achieve self-reliance (Al-Saadi, 2011; Sinclair, 1999) . The need for LA stems from the argument tha

FAQs

What was the main purpose of the study?

To explore and measure current learner autonomy practices among Saudi EFL undergraduates at the Preparatory Year level in Najran University.

How was learner autonomy measured?

The study administered the Short List questionnaire developed by Dixon (2011) to quantify autonomous learning in an EFL context.

What did the results show about students' learner autonomy?

Participants demonstrated a low level of learner autonomy overall, with weaknesses in linguistic confidence, social comparison, and locus of control, while information literacy, metacognition, and self-reliance were at medium averages.

Oct 15, 2026

Uploaded by Cipher