Fostering Autonomy: Korean Elementary and Middle School Students’ Perceptions and Readiness for English Learning
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This study examines the perceptions and readiness of Korean elementary and middle school students for autonomous English learning, emphasizing its broader implications for English education in changing educational environments. Conducted during the COVID-19 pandemic—a time that disrupted traditional learning systems and required hybrid and independent learning—this research highlights the challenges and opportunities associated with fostering learner autonomy. A quantitative survey was administered to 205 participants from elementary and middle schools. The results indicate that readiness for independent learning varies by age and proficiency, with elementary students demonstrating greater preparedness than their middle school peers. Additionally, proficient learners showed a higher level of readiness, highlighting the important relationship between skill level and autonomy. Notably, students expressed a preference for teacher-led instruction, with many relying on educators for both materials and motivation for autonomous learning. These findings underscore the ongoing need for effective strategies, such as motivational support and teacher facilitation, to bridge the gap between classroom instruction and independent learning in various educational contexts.
Abstract
This study examines the perceptions and readiness of Korean elementary and middle school students for autonomous English learning, emphasizing its broader implications for English education in changing educational environments. Conducted during the COVID-19 pandemic—a time that disrupted traditional learning systems and required hybrid and independent learning—this research highlights the challenges and opportunities associated with fostering learner autonomy. A quantitative survey was administered to 205 participants from elementary and middle schools. The results indicate that readiness for independent learning varies by age and proficiency, with elementary students demonstrating greater preparedness than their middle school peers. Additionally, proficient learners showed a higher level of readiness, highlighting the important relationship between skill level and autonomy. Notably, students expressed a preference for teacher-led instruction, with many relying on educators for both materials and motivation for autonomous learning. These findings underscore the ongoing need for effective strategies, such as motivational support and teacher facilitation, to bridge the gap between classroom instruction and independent learning in various educational contexts.