Learner Autonomy as an Instructional Strategy in Enhancing Language Learning

Abstract

The purpose of this research is to assess the applicability of learner autonomy as an instructional strategy in language learning, specifically English as a second language. The study made use of the descriptive correlational research design with a Microsoft Form questionnaire as the main instrument in gathering the data needed from the senior high school students. The results revealed that most senior high school students were enrolled in academic track and the majority of them have outstanding academic performance. The findings also showed that learning technologies were often utilized by these students and collaborative assistance were very often employed. Meanwhile, the extent of manifestation of learner autonomy to language learning is up to great extent. Moreover, a significant relationship between manifestation of learners’ autonomy and profile variables were found except, the relationship between academic performance and control over learning management and control over cognitive processing. Also, the respondents were able to identify several problems and challenges in their autonomy. Finally, based on the findings of the study, a learning strategy matrix was prepared to further enhance the learner autonomy in language learning among senior high school students of Lyceum of the Philippines University campuses.