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Results indicate responsibility for one’s own learning and anxiety driven by fear of speaking, with 13 highly anxious and 73 moderately anxious students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/efl-learners-views-on-learner-autonomy-and-foreign-language-anxiety/589140/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/efl-learners-views-on-learner-autonomy-and-foreign-language-anxiety/589140.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the study define learner autonomy and foreign language anxiety?","Question",{"text":63,"@type":64},"Learner autonomy is treated as students taking responsibility for their own learning. Foreign language anxiety is described as a distinctive form of anxiety/stress experienced in foreign language classrooms.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What instruments were used to collect participants’ views?",{"text":68,"@type":64},"The study used instruments developed by Chan et al. (2002) and Horwitz et al. (1986). A semi-structured questionnaire was also employed to obtain deeper insights into autonomous learning and classroom anxiety.",{"name":70,"@type":61,"acceptedAnswer":71},"What causes classroom anxiety most strongly for EFL learners?",{"text":72,"@type":64},"Participants most strongly accepted anxiety induced by the fear of speaking, particularly in real-life situations in front of people or with native speakers of English.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589140,1792433407,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","EFL learners’ views on learner autonomy and foreign language anxiety  \nCeyhun Yukselir,1  \n[ceyhunyukselir@gmail.com](ceyhunyukselir@gmail.com)  \nOsmaniye Korkut Ata University, Turkey  \nOmer Ozer2  \nAlparslan Turkes Science and Technology University, Turkey  \nDOI: 10.35974/acuity.v7i2.2824  \nAbstract  \nThis mixed-methods research explores the views of EFL learners about learner autonomy and foreign language classroom anxiety. The participants comprised of 126 EFL learners studying at two state universities in Turkey. In addition to the instruments developed by Chan et al. (2002) and by Horwitz et al. (1986), a semi-structured questionnaire was also employed to gain deeper insights of the participants’ understanding of autonomous learning and foreign language anxiety. The findings show that participants believed that they should have the ability to take responsibility for learning on their own. Regarding the question about classroom anxiety, participants accepted the anxiety induced by the fear of speaking, especially in real-life situations in front of people or with native speakers of English. Moreover, the data showed that 13 students felt highly anxious whereas 73 students were moderately anxious in their English classrooms. Thus, the current study has contributed to our understanding about LA and anxiety in terms of foreign language majors’ perceptions in the EFL context, roles and responsibilities, motivation and abilities, inside and outside classroom activities and the reasons which cause FLA.  \nKeywords: EFL Learners’ Views, Foreign Language Anxiety, Learner Autonomy, Mixed Methods Research; Turkish Context  \nINTRODUCTION  \nThere is an abundance of research which has scrutinized the individual differences between successful language learners (Benson, 2007; Dörnyei, 2005; Uştuk & Aydın, 2018) . It is not uncommon to see wide variations in foreign language (FL) proficiency level of students even in the same class (Gardner, 1997) . Over the last decades, various studies have been conducted to determine the underlying factors which can lead to these differences (Benson, 2007; Guo et al., 2018; Kabiri et al., 2018). Learner autonomy (LA) and foreign-language anxiety (FLA) are two different variables which have been the focal point of many previous studies (Benson, 2007 ; Chan et al., 2002; Spratt et al., 2002; Tomita & Sano, 2016) .  \nIt is clear that autonomous language learning has been a topic of interest amongst scholars from all around the world (Balçıkanlı, 2010; Benson, 2007; Lenkaitis, 2020; Tomita & Sano, 2016; Yang et al., 2021) . Thus, individual freedom in an educational setting has found its place for  \nCorresponding Author: Ceyhun Yukselir, Osmaniye Korkut Ata University, Department of English Language and Literature, 80000, Osmaniye, [Turkey. email:](Turkey. email:) ceyhunyukselir@gmail.com ORCID ID: [https://orcid.org/0000-0003-4781-3183](https://orcid.org/0000-0003-4781-3183)  \nmaking students active in the classroom. In language learning, it is worthy to state that students who take charge of their own learning has gained another dimension considering their different educational and sociological backgrounds.  \nMuch has been written about the importance of integrating LA into the classroom in order to promote language learning (Balçıkanlı, 2010; Hawkins, 2018 ; Ozer & Yukselir, 2021) . It can be seen that a growing body of literature has developed regarding successful language learning and motivation (Dörnyei & Ushioda, 2011; Gardner, 2001) . In autonomous learning, Benson (2007) stated that not only motivation but also identity are crucial factors for making learning autonomous. From this perspective, motivation can be viewed as an important agent for facilitating language growth. It should also be noted that motivation in autonomous learning, in addition to other variables such as aptitude and anxiety, can have an effect on learners’achievement level depending on individual differences. Afshar et al. (20","cbCaicd6qVd6fY8m","https://ap.wps.com/l/cbCaicd6qVd6fY8m","pdf",299006,16,"English","# Abstract\n# Introduction\n## Learner autonomy in language learning\n## Foreign language anxiety and related constructs","[{\"question\":\"How does the study define learner autonomy and foreign language anxiety?\",\"answer\":\"Learner autonomy is treated as students taking responsibility for their own learning. Foreign language anxiety is described as a distinctive form of anxiety/stress experienced in foreign language classrooms.\"},{\"question\":\"What instruments were used to collect participants’ views?\",\"answer\":\"The study used instruments developed by Chan et al. (2002) and Horwitz et al. (1986). A semi-structured questionnaire was also employed to obtain deeper insights into autonomous learning and classroom anxiety.\"},{\"question\":\"What causes classroom anxiety most strongly for EFL learners?\",\"answer\":\"Participants most strongly accepted anxiety induced by the fear of speaking, particularly in real-life situations in front of people or with native speakers of English.\"}]","EFL learners’ views on learner autonomy and foreign language anxiety | PDF",1792066625]