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Title:	The mediating impact of learner autonomy in determining English oral achievement among Jordanian EFL university students
Authors:	Yousef Houssni Rashid Zrekat (P64739)
Supervisor:	Nadzrah Abu Bakar, Prof. Madya Dr.
Keywords:	Oral achievement English Learner autonomy EFL university students Jordan Dissertations, Academic -- Malaysia
Issue Date:	28-Jan-2016
Description:	University students in Jordan face oral communication problems due to many affective factors such as anxiety, motivation, and autonomy. This study attempts to examine the impact of the above mentioned factors on oral achievement, which is examined through the mediating influence of autonomy. Autonomy is defined as independence in learning where students take charge of their learning process which would in turn help students feel more confident about their learning experience. The study attempts to conceptualise a theoretical framework that responds to a number of gaps in the literature on the determinants of oral achievement. A mixed method approach was utilised in which 351 undergraduate students were randomly selected to answer 3 adapted instruments, namely Horwitz et al.’s Foreign Language Anxiety Questionnaire; Gardner’s Motivation Questionnaire, and Spratt, Humphreys & Chan’s Autonomy Questionnaire. Furthermore, 35 students were interviewed using semi-structured questions while 5 randomly selected lecturers were individually interviewed. The SPSS 22 was used for analysing the quantitative data while NVivo 10 was used to analyse the qualitative data. The findings revealed that anxiety, motivation, and autonomy were significantly related to oral achievement. As for the mediating influence of autonomy, the findings revealed that autonomy had a mediating influence on the relationship between anxiety and oral achievement when the T value was -3.059. However, the findings did not report a mediating influence for autonomy on the relationship between motivation and oral achievement. The qualitative findings supported the quantitative findings in terms of the levels of anxiety, motivation, and autonomy. The implications of the study suggest that autonomy represents a bridge between the two variables of anxiety and motivation and the students’ oral achievement in a way that help students reduce anxiety and enhance motivation to speak English. Educators in Jordan need to pay more attention to the process of EFL learning by promoting and incorporating autonomy in their teaching styles as this would in turn enhance student’s oral achievement.,Certification of Master's/Doctoral Thesis" is not available
Pages:	270
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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