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This study examines learner autonomy and related social factors, including gender, academic achievement, marital status, and age, among BA and MA English Literature students at Shiraz University, Iran. Data from questionnaires based on Cotterall (1995, 1999) were analyzed using factor analysis, t-tests, and analysis of variance. Five underlying factors emerged: learner independence, dependence on the teacher, learner confidence, attitudes, and self-assessment, with age and gender showing no influence.",{"@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/the-role-of-social-factors-predispositions-towards-autonomous-language-learning/589676/",{"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/the-role-of-social-factors-predispositions-towards-autonomous-language-learning/589676.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which social factors were examined in relation to autonomous language learning readiness?","Question",{"text":112,"@type":113},"The study considered gender, academic achievement, marital status, and age as social factors affecting students’ predispositions toward autonomous language learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What underlying factors were identified for learner autonomy?",{"text":117,"@type":113},"Factor analysis indicated five underlying factors: learner independence, dependence on the teacher, learner confidence, attitudes towards language learning, and self-assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"Did age and gender affect students’ readiness for autonomy?",{"text":121,"@type":113},"Age and gender did not show a significant effect on readiness for autonomy and the underlying factors, according to the study’s statistical results.","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},589676,1792208847,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","# The Role of Social Factors                            \n\nPredispositions towards Autonomous Language Learning  \nSara Kashefian Naeeini, Abdolmehdi Riazi, and Hadi Salehi(Shiraz University, Iran)doi:10.7575/aiac.alls.v.3n.2p.41  \n## Abstract\n\nIn order to meet the demands of the changing world, students should become endowed withthe ability to learn perpetually and regard learning as a life-long enterprise. This studyinvestigated those learn                                                      and some social factors such as gender, academic achievement, marital status and age weretaken into consideration. All BA and MA students majoring in English Literature at thedepartment of Foreign Languages of Shiraz University of Iran were involved. The data werecollected through a questionnaire the items of which were obtained from two questionnairesby Cotterall (1995) and Cotterall (1999) which were incorporated into a five-point Likert-typerating scale. Factor analysis of responses of students revealed the existence of five underlyingfactors for learner autonomy which were learner independence, dependence on the teacher,learner confidence, attitudes towards language learning and self-assessment. Based on t-testfor independent samples and Analysis ofVariance it came to light that age and gender did not  \nself-assessment. Moreover, good academic achievement positively influenced theirpredispositions towards autonomous language learning.  \n## Introduction\n\n  \nshould strive to foster autonomy in order to make growing progress. Kenny ( 1993) affirms  \n  \nupon which education can focus without harmful interference, or conditioning effects. Whateducation is about is empowerment and w                                   This study aimed to compare different views about autonomy and empowerment, to discusssome of the aspects of learner autonomy and to shed light on the Autonomous LearningModules (ALMS) and those aspects revealed by the ALMS.  \nThe study intended to find answers to the following questions:  \n1) Does the age of students play any role in their readiness for autonomy and theunderlying factors of autonomy?  \n2) Are married students different from single students in their readiness forautonomy and the underlying factors of autonomy?  \n3) Are male and female students different in their readiness for learner autonomyand the underlying factors of autonomy?  \n4)                                    ic achievement influence theirreadiness for autonomy and the underlying factors?  \n## Autonomy and empowerment\n\nOne of the goals of education is empowerment and one of the upshots of autonomouslanguage learning is empowering students with the ability to learn for life. As Simon ( 1987)declared, empowerment is enabling those who have been silenced to speak. Likewise, hemaintained that empowerment is the opportunity and means to effectively participate andshare authority.  \nFitzgerald, Morrall and Morrison ( 1996) also indicated that to facilitate personal developmentlearners have to take a pro-active role in the learning process. Rubin ( 1975) confirmed thatmany language teachers fail to attend to the learning process and provided that they pay moreattention, they may be able to supply the students with some techniques which can enablethem to learn on their own.  \n## The Autonomous Learning Modules (ALMS)\n\nThe ALMS ofthe Helsinki University Language Center underscores autonomous approachesto language learning. As Sirvio ( 1998) declared, the ALMS were based on a task-basedlearning model, where student-                                                   the key elements. The ALMS was first implemented in the learning of English as a secondlanguage at the university level.  \nAs Karlsson, Kjisik, and Norlund (1996) confirmed, in the project students were perceived asthinking human beings with different needs, skills and motivations. Students were given morecontrol over what, when, how and where they learned. The changes in attitude were in a  \npositiv","cbCaieg6AQ6kaUh6","https://ap.wps.com/l/cbCaieg6AQ6kaUh6","pdf",1186865,11,"English","# Abstract\n# Introduction\n# Autonomy and empowerment\n# The Autonomous Learning Modules (ALMS)\n## Ten aspects of autonomy revealed by the ALMS\n# Some of the dimensions of learner autonomy\n## Self-direction","[{\"question\":\"Which social factors were examined in relation to autonomous language learning readiness?\",\"answer\":\"The study considered gender, academic achievement, marital status, and age as social factors affecting students’ predispositions toward autonomous language learning.\"},{\"question\":\"What underlying factors were identified for learner autonomy?\",\"answer\":\"Factor analysis indicated five underlying factors: learner independence, dependence on the teacher, learner confidence, attitudes towards language learning, and self-assessment.\"},{\"question\":\"Did age and gender affect students’ readiness for autonomy?\",\"answer\":\"Age and gender did not show a significant effect on readiness for autonomy and the underlying factors, according to the study’s statistical results.\"}]","The Role of Social Factors - Predispositions towards Autonomous Language Learning | PDF",1792067900,28]