Fostering Learner Autonomy in English as Foreign Language Classroom: Indonesian Context


  • Andri Maulana Department of Humanities and Social Sciences, Indian Institute of Technology Patna, Bihar, India.
  • Smriti Singh


Learner Autonomy, EFL, Learning Motivation, English Language Teaching


The study explores current independent learning and how it has evolved in Indonesian English teaching practice. Considering students' versatility in choosing their method of study, autonomous learning may prove to be a promising technique in the practice of teaching English. Learners' motivational tendencies were influenced by a variety of factors, including extrinsic and intrinsic factors. A mixed method was employed in this study. A five-Likert scale questionnaire was distributed to obtain the perspectives of university students and English lecturers in Indonesia concerning the matter of learner autonomy. A group interview with English teachers elicited the perspective on learner autonomy. The result illustrated that most students believed that independent learning would help them become more autonomous, responsible, and aware of what they need to study English. Their motivation to learn English, whether internally or externally, was also increased by autonomous learning. English teachers in Indonesia were positive about fostering independent learners in the EFL classroom, and they believed autonomous learning benefited students making them more confident, active, critical, self-aware, and supportive of the teaching and learning process. Teachers were crucial in directing, monitoring, evaluating, and providing feedback. Several problems must be overcome from actual teaching practices, such as students’ and instructor readiness, variation in students’ knowledge backgrounds, cultural backgrounds, and various student personalities.