An investigation of learner attitudes towards learner autonomy enhanced through web-based instruction

Abstract

Learner autonomy is recognised as an important pedagogical goal, and it is also emphasised in the Thai higher educational system since it has a close relation with learning achievement. As part of a doctoral thesis, this paper reports on the study of learners' attitudes towards learner autonomy enhanced through web-based instruction. This study took the form of true experimental research design and had a 3x2 factorial design. Among the I 08 subj ects who were second-year undergraduate students, 54 were high and 54 were low proficiency students. The subject compatibility was statistically ensured. Two-stage random sampling: cluster and individual random sampling was employed for the subject selection. The three groups of students randomly assigned to different degrees of autonomy based on the teacher's help and support, received learner training consisting of psychological and methodological preparations. The findings revealed that the attitudes towards learner autonomy of the two high proficiency groups were high, while one group was at the moderate level at the end of the course. The attitudes of the three low proficiency groups were at the moderate level at the end of the course. The paper concludes with implications on roles of teachers who want to promote learner autonomy.