Autonomous Out-of-class Learning Activities, Motivation, and Academic Achievement Among University EFL Moroccan Learners

Abstract

The main objective of this research is to investigate the relationship between autonomous out-of-class learning activities, motivation, and academic achievement among Moroccan English as a foreign language learner. The study adopts a mixedmethod research design. The data of the study was collected through a questionnaire distributed to 114 Moroccan students following their studies in the 4 th and 6 th semesters. The questionnaire was used to investigate learners' autonomous out-of-class learning activities, motivation, and academic achievement. Moreover, a follow up semi-structured interview was conducted with 10 students to shed light on their autonomous out-of-class learning activities, motivation, and academic achievement. Descriptive and inferential statistics were used to analyse the quantitative data. The correlation among autonomous out-ofclass learning activities, motivation, and academic achievement was examined by the Pearson correlation coefficient. The qualitative data was analysed using thematic analysis. The results showed that there was no statistically significant correlation among motivation, autonomous out-of-class learning activities, and academic achievement. However, students' views revealed that autonomous outof-class learning activities could enhance their academic achievement.