Learner Autonomy and Learning Strategy Use before and during the COVID-19 Pandemic

Abstract

This study aims to explore the autonomy level and use of language learning strategies in a preparatory school of a state university before and during the COVID-19 pandemic. One hundred fifty-five preparatory school students from a state university participated in the research. For the data collection, Oxford’s Language Learning Strategy (LLS) and a learner autonomy questionnaire developed by Zhang and Li were used. Means, standard deviation, t-test, and Pearson’s r-correlation were used to analyze the data. The results showed that while participants’ level of learner autonomy before the pandemic was high, during the pandemic it was moderate. Additionally, the results from the LLS questionnaires showed that students used a moderate proportion of language learning strategies before and after the pandemic. Finally, the correlation analysis used to determine the relationship between the level of learner autonomy and LLS use before and during the COVID-19 pandemic indicated that there is a positive and linear relationship between the level of learner autonomy and LLS use.

The Use of Authentic Reading Materials and Cooperative Learning Strategy to Improve Reading Comprehension Ability of Vocational School Students Ujang Suparman

“…Besides, the finding is also in accordance with the findings of the previous research, (e.g. Berardo, 2006;Al Azri, et al 2014;Chen, 2020;Boyacý, et al, 2017, Oguz et al 2008, reading comprehension (Hamilton et al, 2016, Zawoyski et al, 2014, Northrop, 2017, Schüller et al, 2016, Rios, 2017, Suk, 2016, Pae, 2018, Zhang, 2014, Wright et al, 2016, Baye et al, 2018, Cho et al, 2017Hamilton et al, 2016, Reynolds, 2014, Juste et al, 2016, Gozalo-Delgado et al, 2020, Irgatoðlu et al, 2022, and Parra, 2016…”

“…If they work in groups their can share their previous experiences and schemata (background knowledge with others. This finding are relevant to the findings of the previous research (Hamilton et al, 2016, Reynolds, 2014, Juste et al, 2016, Gozalo-Delgado et al, 2020, Irgatoðlu et al, 2022, Parra, 2016, Sholahuddin et al, 2021, Reynolds et al, 2017, Rios, 2017, Schüller et al, 2016, Northrop, 2017, Zawoyski et al, 2014, Hamilton et al, 2016, Malmir et al, 2020, Chen, 2020.…”

“…This finding is accordance with the findings of the previous research (Hamilton et al, 2016, Reynolds, 2014, Juste et al, 2016 =7.48 at significant level a = 0.05 and a = 0.01. -Delgado et al, 2020, Irgatoðlu et al, 2022, Parra, 2016, Sholahuddin et al, 2021, Reynolds et al, 2017, Rios, 2017, Schüller et al, 2016, Northrop, 2017, Zawoyski et al, 2014, Hamilton et al, 2016, Malmir et al, 2020, Chen, 2020.…”

“…Many studies have been conducted pertaining to the use of authentic materials (Berardo, 2006;Al Azri, et al 2014;Chen, 2020;Boyacý, et al, 2017, Oguz et al 2008, reading comprehension (Hamilton et al, 2016, Zawoyski et al, 2014, Northrop, 2017, Schüller et al, 2016, Rios, 2017, Suk, 2016, Pae, 2018, Zhang, 2014, Wright et al, 2016, Baye et al, 2018, Cho et al, 2017, Menese et al, 2017, Liebfreund, 2015, Fisher, 2018, Learned, 2016, Suk, 2016 and learning strategies (Hamilton et al, 2016, Reynolds, 2014, Juste et al, 2016, Gozalo-Delgado et al, 2020, Irgatoðlu et al, 2022, Parra, 2016, Sholahuddin et al, 2021, Reynolds et al, 2017, Rios, 2017, Schüller et al, 2016, Northrop, 2017, Zawoyski et al, 2014, Hamilton et al, 2016, Malmir et al, 2020, Chen, 2020. But the problems remain unresolved, that is, whether there is a positive correlation between the use of authentic materials and students' reading comprehension achievement; secondly whether there is a positive correlation between the use of cooperative learning strategy and students' reading comprehension achievement, and finally whether there is a positive composite correlation among the use of auth...…”

Ethnographic sibling research and language learning during the pandemic: Multimodal engagement in literacy and learning over Zoom

“…Given my background as an English language (L2) instructor with research interests in learning English as an Additional Language (EAL) and L2 learner engagement, I was curious to learn about my brother's first experience learning academic material while taking his undergraduate courses via Zoom, as he had never studied academic subjects in English (L2) and online. Moreover, in an era of physical and social distancing, research including English as an Additional Language (EAL) has relied on online surveys and virtual interviewing methods to conduct research that explores: (a) L2 learners' attitudes toward online teaching and learning (Chen et al, 2022; Choirunnisa & Mandasari, 2021; Sinaga & Pustika, 2021); (b) L2 learners' production of online assignments (Susanto & Rahayu, 2020); and (c) L2 learners' autonomy in online language learning (Irgatoğlu et al, 2022; Muliyah et al, 2020; Wahyudi et al, 2021). In this study, I engaged in the social world of my brother, who is an EAL learner, to explore his multimodal dynamic engagement with learning while studying online.…”