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This study examines how multiliteracy pedagogy fosters learner autonomy in an EFL context using 24 tertiary university students majoring in English, with English as a third language. Participants took an intermediate speaking course before and after implementation, completing an autonomy questionnaire. Semi-structured interviews and classroom observations support analysis, showing significant autonomy improvement across three themes: active involvement, self-chosen pathways and goals, and developing into researchers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-learner-autonomy-in-efl-setting-through-multiliteracy-pedagogy-a-case-in-tertiary-education/594314/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-learner-autonomy-in-efl-setting-through-multiliteracy-pedagogy-a-case-in-tertiary-education/594314.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating about multiliteracy pedagogy and learner autonomy?","Question",{"text":112,"@type":113},"The study investigates how multiliteracy pedagogy fosters learner autonomy in an EFL context, addressing an underexplored intersection between both areas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was learner autonomy measured in the study?",{"text":117,"@type":113},"Learner autonomy was measured using a learner autonomy questionnaire administered before and after implementing multiliteracy pedagogy in an intermediate speaking course.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes explain how multiliteracy pedagogy supports learner autonomy?",{"text":121,"@type":113},"The findings identify three themes: encouraging active learner involvement, allowing students to choose their paths and set goals, and inspiring them to become researchers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594314,1792121948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Fostering Learner Autonomy in EFL Setting through Multiliteracy Pedagogy:  \nA Case in Tertiary Education  \nDesi Surlitasari Dewi  \nFaculty of Language Education, Universitas Riau Kepulauan  \nRudi Hartono  \nSri Wahyuni  \nFaculty of Languages and Arts, Universitas Negeri Semarang, Indonesia  \nSri Lestari  \nFaculty of Education, Universitas PGRI Madiun  \nAbstract: The intersection of learner autonomy and multiliteracy  \npedagogy in EFL settings remains underexplored. To address this gap, this study investigates how multiliteracy pedagogy fosters learner autonomy in the EFL context. The study involved 24 university  \nstudents majoring in English, for whom English was primarily a third  \nlanguage. The participants attended an intermediate speaking course,  \na compulsory class in their curriculum. A learner autonomy  \nquestionnaire was administered to measure autonomy in the EFL  \nspeaking context before and after the implementation. Additionally,  \nsemi-structured interviews and classroom observations enriched the  \ndata. The findings indicate a significant improvement in learner  \nautonomy following the implementation of multiliteracy pedagogy. It  \nidentifies three themes illustrating how this pedagogy fosters  \nautonomy: encouraging active learner involvement, allowing students  \nto choose their own paths and set goals, and inspiring them to become  \nresearchers. This study provides valuable insights for educators  \nseeking to promote learner autonomy in EFL speaking contexts.  \nKeywords: Learner Autonomy, Multiliteracy Pedagogy, EFL, Tertiary Education  \nIntroduction  \nLearner autonomy, a fundamental concept in language learning, refers to the ability of learners to take ownership of their learning process, make informed decisions, and actively engage in their language learning journey (Nunan, 2003; Kaya & Kecik, 2021) . It emphasizes learners’ active role in the learning process and their responsibility for their learning (Benson, 2016). This concept is particularly significant in English as a Foreign Language (EFL) setting, where it encourages learners to set linguistic performance goals, take initiative, and determine the steps needed to achieve these goals (Sama & Wu, 2019) . For example, in the context of EFL speaking, a learner might aim to ask more questions during conversations to improve their ability to maintain a natural flow of communication. Despite its importance, learner autonomy is often  \nmisunderstood by both instructors and students in the EFL teaching and learning process (Ramadhiyah & Lengkanawati, 2019; Yosintha & Yunianti, 2021) .  \nA growing body of research highlights the positive impact of learner autonomy on motivation, engagement, and language proficiency (Chong & Reinders, 2025; Dewi, 2023; Han, 2021; Jiang & Peng, 2025; Wang et al., 2022). In speaking development, autonomy plays a crucial role in encouraging learners to practice beyond the classroom, engage in meaningful communication, and develop confidence in their spoken English (Boonma & Swatevacharkul, 2020; Little, 2022) . Similar to Nunan’s (2004) perspective on autonomy, studies by Aldosari and Alsager (2023) and Little (2022) state that learner autonomy is essential for meaningful communication, as it encourages learners to engage in purposeful speaking tasks, express their ideas, and take linguistic risks. This sense of ownership nurtures their confidence and motivation to communicate in English (du Toit-Brits, 2022) .  \nEmpirical studies provide evidence of the positive impact of learner autonomy on EFL proficiency (Farrokh, 2018; Nguyen, 2023; Qamar, 2016; Salehi et al., 2015; Yaraghi & Shafiee, 2018). Autonomous learners often seek opportunities for practice beyond the classroom, use diverse self-study resources, and demonstrate greater willingness to participate in oral communication tasks (Salehi et al., 2015). For instance, learners who focused on rhythm, intonation, pronunciation, and clarity in their speech showed significant impr","cbCailblJ36XmAz1","https://ap.wps.com/l/cbCailblJ36XmAz1","pdf",305641,"English","# Introduction\n## Learner autonomy in EFL\n## Related research on autonomy and speaking\n## Multiliteracy pedagogy as a student-centered approach\n# Method and Findings (Abstract Summary)\n## Participants and learning context\n## Instruments and data sources\n## Results and key themes","[{\"question\":\"What is the study investigating about multiliteracy pedagogy and learner autonomy?\",\"answer\":\"The study investigates how multiliteracy pedagogy fosters learner autonomy in an EFL context, addressing an underexplored intersection between both areas.\"},{\"question\":\"How was learner autonomy measured in the study?\",\"answer\":\"Learner autonomy was measured using a learner autonomy questionnaire administered before and after implementing multiliteracy pedagogy in an intermediate speaking course.\"},{\"question\":\"What themes explain how multiliteracy pedagogy supports learner autonomy?\",\"answer\":\"The findings identify three themes: encouraging active learner involvement, allowing students to choose their paths and set goals, and inspiring them to become researchers.\"}]","Fostering Learner Autonomy in EFL Setting through Multiliteracy Pedagogy - A Case in Tertiary Education | PDF",1792078925,48]