Attitudes to Learner Autonomy and Learning Strategies in Algerian EFL Context
Keywords:
attitudes, learning strategies, autonomy, achievementAbstract
Our research explored attitudes to learner autonomy, learning strategies, and language achievement among 82 Algerian EFL learners. Descriptive findings demonstrated learners' positive attitudes to learner autonomy and substantial use of strategies, with most preference for cognitive and metacognitive strategies and least preference for social strategies. Correlational analysis of attitudinal data showed significant relationships among perceptions of self-efficacy, self-initiated learning efforts, and learner’s agency with language achievement. Equally, metacognitive strategies and strategies for perseverant learning correlated significantly with learners’ achievement. One-way ANOVA showed significant differences in learners' attitudes and strategies across achievement, with high achievers showing significantly stronger positive perceptions of self-efficacy, attitudes to learner's role, perceptions of self-initiated learning, higher use of metacognitive strategies, and strategies for perseverant learning. Collectively, attitudes and strategies explained 39% of the variation in learners' achievement, with strategies for perseverant learning and social strategies as significant predictors. The research discusses the relevance of attitudes and learning strategies in language education research and the probable jeopardising effects of exam-orientated pedagogy within the educational system.
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Perceptions of self-efficacy (PSE)
I know the appropriate way for me to learn English successfully.
I feel positive about my abilities to learn English successfully.
I am self-confident enough to learn English successfully.
I know the skills I need to improve.
Attitudes towards learner’s role (ATLR)
I think my learning efforts outside the classroom are important to learn English.
I think my learning efforts outside the classroom are important to perform well on tests.
I think it is important for me to improve my English skills outside the classroom.
I think I can learn more English through my free study than through attending courses.
I think it is important for me to plan and organise my own learning.
I think it is important for me to self-assess to improve better my English skills.
I think it is important for me to borrow books from the library for further study material.
Attitudes towards the teacher’s role (ATTR)
I think it is important for me to finish my tasks and assignments.
I think it is important for me to attend courses.
I think it is important for me to use textbooks.
I think my teacher should evaluate my assignments regularly.
I think the best way to learn English for me is mostly in the classroom from the teacher.
Perceptions of self-initiated learning (PSIL)
I think it is important for me to spend more efforts outside the classroom to improve my English.
I think I need more freedom to choose topics for discussion in speaking and listening comprehension course.
I think it is important for me to get actively involved in classroom activities.
It is important for me to propose topics for English writing skills course.
It is important for me to ask my teacher for extra classes when I think I need it.
Learning strategies
Cognitive strategies (CS)
I use new English words in a sentence so I can remember them.
I remember new English words or phrases by remembering their location on the page, board, etc.
I use rhymes (as in poetry) to remember new English words.
I memorise new English words by saying or writing them repeatedly.
I listen carefully to native speakers and try to imitate them.
I use English words I know in different contexts.
I summarise what I read in English books when I prepare papers.
I listen to varieties of English to be familiar with English accents.
I listen to conversations in English on various topics to learn new English words.
I guess meaning of words that I do not understand.
I use French grammar rules to write and speak English.
I compare English grammar rules to French grammar rules to learn faster.
I make use of French vocabulary to speak and write in English.
I use letter-to-sound correspondence in French to pronounce English words.
I translate English words to French or Arabic to understand them.
I guess meaning of long English words by dividing it into parts that I understand.
Metacognitive strategies (MS)
I notice my English mistakes and try to correct them.
I review my own performance on some difficult learning tasks.
I choose my own English books to read.
I select my own English dictionary to look up words in.
I make a plan to carry out my learning tasks outside the classroom.
I reflect on how to be a better English learner and user.
I make a plan to follow to read literary works intended for literature course.
I set short- and long-term English learning goals.
I plan to improve my writingskill
I create opportunities to practice English with my classmates and friends.
When I perform poorly on an English test, I try to learn from my mistakes.
I think about whether I am making a progress in learning English.
Affective strategies (AS)
I keep a private journal where I write my feelings about English learning.
I encourage myself to use English, even if I am afraid of making mistakes.
I talk to myself in English outside the classroom to feel good that I can express myself in English.
I reward myself when I perform well on an English test.
Whenever I feel stressed and anxious in understanding or using English, I try to relax and take a deep breath.
Social strategies (SS)
I review lessons with my classmates after class.
I seek feedback on my understanding and pronunciation from my classmates.
I work with my classmates to prepare papers and assignments.
I talk to my classmates in English outside of the classroom.
I ask my teacher for help whenever I have problems learning English.
Strategies for perseverant learning (SPL)
I keep watching TV programmes in English even if they are hard to understand.
I prepare lessons in advance on my own initiative even if I am not required to do so.
I keep working on learning tasks even when I think they are boring.
I spend time improving my English skills to become a proficient English user.
I keep working on my assignments until I get them well done.
