Promoting EFL Learners’ Autonomy in Online Learning

Abstract

The vast emergence of technology around the world resulted in the use of modern approaches to facilitate learning. The current study attempts to compare and contrast four articles that dealt with promoting learner autonomy in online learning, as well as to shed light on the importance of this educational sub-skill. The participants of the articles are EFL learners with different geographical contexts. The methodologies that were used are qualitative, quantitative and case study methods. The findings showed that online learning promotes learners’ autonomy when methods and techniques such as scaffolding are used properly. However, some studies revealed misuse of online instruments and lack of teachers scaffolding, the low psychological flexibility of learners and absence of their awareness. Based on these results, the four articles were compared and contrasted in terms of their major findings. Toward the end of the dissertation, useful data was provided about the subject matter in order to understand the effects of enhancing learners and reasons that may cause failure of achieving this objective. This may help language teachers take appropriate measures for helping the students foster their autonomy, and to find appropriate methods that may be implemented in the near future.