Exploring Learner Perspectives on Learner Autonomy for Blended Learning in EFL Conversation Classes
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This study investigates learner perspectives on learner autonomy as well as preferred multimedia and contents in order to suggest a blended learning model for fostering learner autonomy in EFL conversation classes. The subjects for the study consisted of 228 university students taking beginning conversation courses. Data sources included a questionnaire and an interview. The results are as follows: 1) learner perspectives of English and blended learning were mostly positive, but 55.7% responded negatively regarding English use in classrooms; 2) the participants showed learner independence in regards to English, making learning choices, choosing materials, and current status in relation to their goals, but showed dependence regarding exams and assignments; 3) their learning attitude was generally positive with exceptions for those lacking learning strategies and consciously trying to overcome their weaknesses; 4) learner preference for types of multimedia was multimodal and contents were preferred based on entertainment and contextual value; 5) significant differences were found in majors regarding interest in English, frequency of English use, learning choices, materials, awareness of weaknesses, overcoming weaknesses, and learning strategies; and 6) a fortified blended learning model for fostering learner autonomy is presented. Based on the results, suggestions for further study are provided.
Abstract
This study investigates learner perspectives on learner autonomy as well as preferred multimedia and contents in order to suggest a blended learning model for fostering learner autonomy in EFL conversation classes. The subjects for the study consisted of 228 university students taking beginning conversation courses. Data sources included a questionnaire and an interview. The results are as follows: 1) learner perspectives of English and blended learning were mostly positive, but 55.7% responded negatively regarding English use in classrooms; 2) the participants showed learner independence in regards to English, making learning choices, choosing materials, and current status in relation to their goals, but showed dependence regarding exams and assignments; 3) their learning attitude was generally positive with exceptions for those lacking learning strategies and consciously trying to overcome their weaknesses; 4) learner preference for types of multimedia was multimodal and contents were preferred based on entertainment and contextual value; 5) significant differences were found in majors regarding interest in English, frequency of English use, learning choices, materials, awareness of weaknesses, overcoming weaknesses, and learning strategies; and 6) a fortified blended learning model for fostering learner autonomy is presented. Based on the results, suggestions for further study are provided.
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