INVESTIGATING ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF AUTONOMY

IN A BANGLADESHI UNIVERSITY

By Sheikh Md Muniruzzaman

A Thesis

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Master of Arts

in Teaching English as a Second Language

Northern Arizona University

May 2023

Approved:

Naoko Taguchi, Ph.D., Chair

Vedran Dronjic, Ph.D.

Tove Larsson, Ph.D.

ABSTRACT

INVESTIGATING ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF AUTONOMY

IN A BANGLADESHI UNIVERSITY

SHEIKH MD MUNIRUZZAMAN

Learner autonomy has gained momentum in second and foreign language pedagogy in the past

decades. Autonomous learning approach has brought substantial independence to learners. This

study investigated L2 English learners’ perceptions of autonomy at Bangabandhu Sheikh

Mujibur Rahman Science and Technology University (BSMRSTU) in Gopalganj in Bangladesh.

This study examined three issues: (a) how L2 English learners perceived autonomous learning at

BSMRSTU, (b) how L2 English learners perceived teacher-centered learning at BSMRSTU, and

(c) whether the learners at BSMRSTU preferred autonomous learning or teacher-centered

learning. Participants in this study were 100 native speakers of Bangla studying in BA and MA

programs in the English Department at BSMRSTU. They completed a survey assessing their

perceptions of autonomous learning and teacher-centered learning. The survey has 50 Likert-

scale statements categorized into two groups: 25 of the statements designed to elicit students’

opinions about autonomous learning and the other 25 designed to elicit responses about teacher-

centered learning. Results revealed no statistically significant difference in the perceptions of L2

English learners of BSMRSTU regarding their preference between autonomous and teacher-

centered learning approaches. Pedagogical implications and directions for future research are

provided in the discussion.

ii
Acknowledgments

I would like to thank all the faculty members of applied linguistics at Northern Arizona

University (NAU) for approving my petition to write this MA thesis. I am deeply indebted to my

thesis committee chair, Dr. Naoko Taguchi for her guidance, support and sage advice throughout

this study. Her meticulous editing of the chapters helped me tremendously develop my writing

skill in English. I would also like to express my gratitude to the committee members, Dr. Vedran

Dronjic for agreeing to be on the committee during his sabbatical and for his encouragement and

Dr. Tove Larsson for agreeing to be on the committee and providing me with statistical support

and encouraging feedback.

My mentor, Dr. Md Jahurul Islam of The University of British Columbia deserves my

gratitude for his statistical support while doing this thesis, and for being a very powerful source

of inspiration to complete this MA degree. Special thanks go to Md. Murad Hossain for his

statistical assistance, Seda Acıkara for her assistance with the guidelines, and Aspen Daigle for

proofreading the manuscript. I wish to thank the Institutional Review Board of NAU for

approving my study in a timely manner and the participants in this study for their support.

Last but not the least, I am extremely thankful to my beloved wife, Sadia Afrin for her

unconditional sacrifice and support while pursuing this MA degree. I am solely responsible for

all the errors that may remain in this study.

iii
Table of Contents

Abstract .................................................................................................................................... ii

Acknowledgements .................................................................................................................. iii

Table of Contents ...................................................................................................................... iv

List of Tables ............................................................................................................................. vi

CHAPTER 1 - INTRODUCTION .............................................................................................. 1

CHAPTER 2 - LITERATURE REVIEW ................................................................................... 5

TEACHER PERCEPTIONS OF LEARNER AUTONOMY ........................................... 6

LEARNER PERCEPTIONS OF LEARNER AUTONOMY ........................................... 8

TECHNIQUES TO PROMOTE LEARNER AUTONOMY IN A CLASSROOM......... 11

CHAPTER 3 - METHOD ........................................................................................................ 15

SETTING ..................................................................................................................... 15

PARTICIPANTS .......................................................................................................... 15

INSTRUMENT ............................................................................................................ 16

DATA COLLECTION PROCEDURES ....................................................................... 22

DATA ANALYSIS PROCEDURES ............................................................................ 23

CHAPTER 4 - RESULTS ........................................................................................................ 25

RESEARCH QUESTION 1 .......................................................................................... 26

RESEARCH QUESTION 2 .......................................................................................... 32

RESEARCH QUESTION 3 .......................................................................................... 38

iv
CHAPTER 5 - DISCUSSION AND CONCLUSION ............................................................... 39

INTERPRETATIONS OF THE FINDINGS ................................................................. 39

L2 ENGLISH LEARNERS’ PERCEPTIONS OF AUTONOMOUS LEARNING .. 39

L2 ENGLISH LEARNERS’ PERCEPTIONS OF TEACHER-CENTERED

LEARNING ....................................................................................................... 40

COMPARISON BETWEEN AUTONOMOUS AND TEACHER-CENTERED

APPROACH ...................................................................................................... 43

LIMITATIONS AND FUTURE DIRECTIONS ....................................................................... 45

PEDAGOGICAL IMPLICATIONS ......................................................................................... 47

References ............................................................................................................................... 50

Appendices .............................................................................................................................. 53

APPENDIX A – COPY OF THE SURVEY ............................................................................. 53

APPENDIX B – IRB APPROVAL LETTER ............................................................................ 57

APPENDIX C - INFORMED CONSENT FORM .................................................................... 58

v
List of Tables

Table 1 - Demographic information of the participants .............................................................. 16

Table 2 - Decision making ........................................................................................................ 18

Table 3 - Learning styles and strategies ..................................................................................... 19

Table 4 - Awareness about the language and the self ................................................................. 20

Table 5 - Assessment and feedback ........................................................................................... 21

Table 6 - Learner initiatives....................................................................................................... 22

Table 7 - Item category wise descriptive statistics ..................................................................... 25

Table 8 - Item wise descriptive statistics of autonomous learning items ..................................... 28

Table 9 - Item wise descriptive statistics of teacher-centered learning items .............................. 34

Table 10 - Paired samples t test ................................................................................................. 38

vi
CHAPTER 1

INTRODUCTION

Learner autonomy is a significant issue to consider in second language (L2) teaching and

learning as it considerably influences learner success. Generally speaking, autonomy means

acting from choice. According to the APA Dictionary of Psychology (2022), it is defined as “a

state of independence and self-determination in an individual, a group, or a society.” Learner

autonomy refers to learners’ ability to take charge of their own learning, be it in the classroom or

independent study, and it is also regarded as self-regulated learning. Taking the control and

responsibility of one’s own learning is crucial in a higher education classroom. Autonomous

learning is an independent and proactive approach to learning (English Language Teaching

Global Blog, 2013). It makes the learners self-reliant, which is particularly important for learning

English as a second/foreign language.

Learner autonomy or autonomous learning is relatively a new approach in higher

education. It is synonymous to independent or self-motivated learning. It has significant

pedagogical implications in language learning since autonomous learners can bear the

responsibility of their own learning. When students study and learn independently, they become

more efficient learners. This thesis study examines learners’ perception of autonomous learning

in a public university in Bangladesh.

Bangladeshi students learn English as a second/foreign language from childhood but they

encounter certain barriers in written and oral examinations in English in their higher education

level. Language learning is a complex activity, and this is why classroom learning and teachers’

guidelines alone are not enough to achieve high proficiency in any language. Thus, autonomous

learning can be practiced in the classroom and be promoted outside the class. In learner

1
autonomy, students’ self-engagement and personal efforts are important. Siddique (2020) has

found that both teachers and students acknowledge the importance of learner autonomy in the

English as a foreign language (EFL) classroom in Bangladesh. However, the problem of

Bangladesh classrooms is that most of the students are passive learners and thus they are not

willing to communicate or participate in learning actively because of their anxiety. Siddique’s

(2020) recommendation is that, in order to implement learner autonomy, the autonomous

learning approach should be introduced to the students from an earlier age and that proper

strategies should be used by the teacher to promote learner autonomy.

Teacher-centered learning presents the diametrically opposite view to autonomous

learning. Teachers are generally used to teaching in a traditional classroom rather than

implementing an autonomous classroom. Hence, teachers need to understand the characteristics

of autonomous learners. For example, autonomous learners can set their own goals and

objectives of learning English. They can also choose their own methods and strategies, tasks and

activities, and materials for learning English in class. They can take charge of their own learning

and determine the pace of learning. Autonomous learners are also reflective learners. They

believe that self-determination and self-effort are important for effective learning. They also

have clear ideas of their learning style and can use it effectively. Autonomous learners are well

aware of their strengths and weaknesses in their English skills and can assess their own progress

of language learning. They can correct minor mistakes on their own and usually look for

solutions to problems in English by themselves. Eventually, they can evaluate their own

performances in class. They also try out new things in their own way and use English outside the

classroom.

2
On the contrary, learners who prefer teacher-centered learning do not have enough

management skills to learn English by themselves. They require a lot of guidance and regular

feedback from the teacher when learning English. They excessively depend on teachers when

setting goals and objectives of learning as well as when choosing methods and strategies, tasks,

activities, and materials for learning. They love ‘spoon feeding’. Teachers have to find out

students’ learning styles and motivate them to learn English. Teachers also have to inform

learners directly when there is a mistake and correct all the mistakes. Learners who prefer

teacher-centered learning want the teacher to inform them of their progress and how to do new

activities to learn English.

In order to promote autonomous learning, it is crucial for teachers to understand how L2

English learners perceive autonomous learning and teacher-centered learning. A comprehensive

understanding of learners’ perception of the both approaches will help design certain pedagogical

practices that will create a culture of autonomous learning in L2 English contexts. Using a survey

instrument, this study assesses learners’ perceptions of both approaches in a university in

Bangladesh.

English is mainly spoken as a foreign/second language in the People’s Republic of

Bangladesh, a South Asian country that received independence from Pakistan in 1971. Before

the partition in 1947, Bangladesh, India, and Pakistan were one geographical location. The

colonization of the Indian subcontinent started with the establishment of the British East India

Company, and the colonizing mission continued from 1858 to 1947. Due to the British

colonization, British English has been used for education, trade, commerce, administration,

media, law, and constitution in Bangladesh. According to Ethnologue (2022), there are 44 living

languages in Bangladesh. Bangla is the state language of Bangladesh as per its constitution.

3
English is the widely used language in Bangladesh after Bangla, although there is a controversy

whether English is a second or foreign language in the country. Bangladeshi universities offer

Bachelor of Arts (BA), Master of Arts (MA), Master of Philosophy (MPhil), and Doctor of

Philosophy degrees in different fields of English language and literature. Learner autonomy may

be implemented in some of these degree programs.

The goal of the study is to investigate L2 English learners’ perceptions of autonomous

learning and teacher-centered learning at the Bangabandhu Sheikh Mujibur Rahman Science and

Technology University (BSMRSTU), a state university in Gopalganj in Bangladesh.

Specifically, the study investigates which approach is preferred by students at BSMRSTU,

autonomous learning or teacher-centered learning. Findings from this study will help teachers

better understand L2 English learners’ perceptions regarding learner autonomy. Some pragmatic

measures might be taken to encourage autonomous learning at this university. Moreover, the

study findings may produce significant pedagogical implications that can improve the English

programs in private and public universities in Bangladesh and in similar L2 English contexts.

Since there are unlimited career opportunities for competent English speakers both at home and

abroad, assessment of autonomous learning is critical for developing successful, independent

English speakers. The current study intends to contribute to this direction.

4
CHAPTER 2

LITERATURE REVIEW

Learner autonomy refers to the learners’ ability to take responsibility for their own learning

(Boyadzhieva, 2016). Learner autonomy has assumed increased importance in second and

foreign language pedagogy in the past decades. A shift in pedagogical practices from traditional

teacher-centered to learner-centered classrooms has brought considerable independence and

autonomy to learners. These two approaches to language teaching (teacher-centered and learner-

centered) have been designed on the basis of the conceptual underpinnings of instructivism and

constructivism, respectively (University of Maryland Baltimore County, 2020). When the

learners are autonomous, they can make informed choices of their learning styles, preferences,

and assessment. The understanding of teacher and learner perceptions of learner autonomy is

paramount in determining the current status of learner autonomy and the ways in which learner

autonomy can be promoted in Bangladeshi universities. Thus, by evaluating perceptions of

learner autonomy and the extent to which learner autonomy is implemented in English pedagogy

in Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU), the

present study can generate insight into approaches, techniques, and activities that develop learner

autonomy.

The goal of this literature review is to explore plausible ways to promote learner

autonomy in English language pedagogy in Bangladeshi universities. In the following section, I

will first present the literature in two main areas: teachers’ perceptions of autonomous learning

and learners’ perceptions of autonomous learning in Bangladeshi tertiary-level education. After

describing the perceptions of learner autonomy, I will present the approaches, tools, techniques

5
and activities that have been found useful in enhancing learner autonomy in L2 English context

of Bangladesh.

Teacher perceptions of learner autonomy

A consensus coming from existing studies is that teachers are generally familiar with the

concept of learner autonomy; however, to boost learner autonomy within ESL context in

Bangladesh, significant readiness and commitment are required both from teachers and learners.

Begum’s (2018) qualitative study involved six ESL teachers at a private university in

Bangladesh. The goals of the study were two-fold: to investigate the teachers’ perceptions

regarding learner autonomy in L2 English teaching at the tertiary level in Bangladesh and to

explore the strategies that teachers used to develop learner autonomy. Participants completed an

interview and a Focused Group Discussion (FGD) asking about their perceptions and practices

about learner autonomy in ESL classrooms. The findings showed that teachers had a basic

understanding about the benefits of learner autonomy, but they needed some commitment and

freedom to promote learner autonomy in their classrooms.

In another study, Jamila (2013) conducted a mixed-method study that involved 30

English language teachers from four private universities of Bangladesh. Participants completed a

survey and interviews asking about their beliefs and views regarding the inclusion of learner

autonomy in ESL speaking classes. The results revealed that the teachers were not able to

implement learner autonomy while teaching English speaking skills. In addition, 90% of the

teachers confessed that the ESL learners were not permitted to select their learning materials.

Jamila (2013) discovered that teachers still practiced traditional teaching methods within their

classrooms and did not permit their learners to evaluate their own language performance.

6
Findings from Jamila’s (2013) study also indicate teachers’ attitude toward learner autonomy:

Teachers were generally indifferent to learner autonomy.

Results from Jamil’s (2010) study provide additional insight into teachers’ perspectives

of learner autonomy in the context of Bangladesh. Jamil’s (2010) qualitative study involved five

Master of Education students from a private university in Bangladesh. Participants completed a

survey and interviews asking about the outcome of an EAP course, its contents, and the inclusion

of learner autonomy in the course. Although teachers felt the plausibility of integrating learning

autonomy in the EAP syllabus, they also found the practice difficult, reporting that a solid

teacher training is required to implement learner-centered teaching. Thus, results from this study

demonstrate that teacher motivation is a prerequisite to the effective implementation of learner

autonomy.

While the studies summarized above revealed challenges for implementing learner

autonomy in the classroom, several studies documented a successful implementation of

autonomous learning. For example, Sultana’s (2016) mixed-method study involving 100

undergraduate students and four university teachers from a leading private university in

Bangladesh investigated the dynamic roles of teachers in implementing the autonomous learning

approach. Participants completed interviews, focused group discussions and a questionnaire

which informed of the roles and strategies that teachers could apply to promote autonomous

learning in ESL classrooms. The findings revealed critical roles that teachers played for the

successful implementation of autonomous learning. Some of those roles involved a teacher as an

organizer, manager, facilitator, feedback provider, researcher, independent learner, needs analyst,

syllabus designer, motivator, and guide (Sultana, 2016). By playing these roles, teachers were

able to prepare students for taking their own responsibility for ESL learning outside the

7
classroom. Thus, ESL students were more participatory and independent in learning when the

teachers played those dynamic roles. Findings from Sultana’s (2016) study also indicate that the

teachers’ roles differed depending on the basis of the ESL teaching contexts and learners’

personalities in autonomous learning. Together, these findings add to the generalization that ESL

teachers in Bangladesh have both positive and negative attitude toward learner autonomy.

Learner perceptions of learner autonomy

While the prior studies focused on teachers’ perceptions of learner autonomy, several

studies focused on learners’ own perceptions of learner autonomy. A few trends emerged from

the existing findings. The most notable trend was that undergraduate ESL learners had positive

perceptions of learner autonomy (Bashir, 2014; Begum & Chowdhury, 2016). Bashir’s (2014)

study was based on a mixed-method model and involved 69 ESL learners (first-year

undergraduate students) from a public university in Bangladesh. The study investigated the ESL

learners’ perception of autonomous learning and teacher-centered instruction and their readiness

for autonomous learning in Bangladesh. Participants completed a survey asking about their

perceptions of autonomous learning with four open-ended questions. Results showed that the

participants preferred autonomous learning over traditional teacher-centered instruction.

Furthermore, learners were willing to take charge of their own learning, materials, and classroom

activities. However, results also revealed that the participants did not feel fully competent to self-

assess their performance. They indicated that they still need the teachers’ support for determining

their learning styles and strategies which best assist their language acquisition.

Another study conducted by Mehrin (2017) involved 80 undergraduate students of

English from a state university in Bangladesh who were tasked with completing a survey and

focus-group interviews. This study also investigated tertiary-level learners’ perceptions of

8
autonomous learning in Bangladesh. Similar to Bashir’s (2014) study, the results revealed that

students possessed a highly teacher-dependent attitude. Autonomous learning was found helpful

to the students when they were under the constant guidance of a teacher to implement such

learning. The learners reported that, in order to become successful autonomous learners, they

needed more empathy, assurance, and guidance from teachers. They also indicated that they

wanted to have authority in choosing their own homework assignments to take the responsibility

for their own learning. Results also revealed the importance of a teacher-guided collaborative

environment to make the learners autonomous. These findings suggest that learners desire

autonomy in specific aspects of the classroom (i.e., homework assignments), but their desire for

autonomy is entirely contingent on the teachers support. The majority of the participants agreed

that the ESL teachers need to provide sufficient guidance on how to learn independently and how

to take responsibility in their own learning.

While the studies summarized above revealed learners’ positive attitudes to autonomous

learning, several studies revealed learners’ negative attitudes. For example, Begum’s (2018)

study described in the previous section showed that learners were generally unenthusiastic to

autonomous learning in traditional teacher-centered classrooms in Bangladesh. She argued that

the traditional learning contexts in Bangladesh were teacher-centered, and these contexts did not

contribute to the enhancement of learner autonomy. Learners were mostly teacher-dependent and

passive in teacher-dominated classrooms. Based on these findings, Begum (2018) emphasized

that, in order to ensure autonomous learning, students have to be motivated. She provided

specific techniques that can be used to motivate students (to be presented in the next section).

In another quantitative study using a survey instrument, Begum and Chowdhury (2016)

investigated the factors that affected learner autonomy in EFL classrooms at five private

9
universities in Bangladesh. Results showed that most of the EFL learners had a preference for

autonomous learning over teacher-centered learning. It was found that undergraduate English

learners were dependent on the teachers for learning English and that the common perception

among the learners was that the classroom was the only place to learn English. These findings

indicate that participants’ preference toward learner autonomy is affected by their attitudes, self-

esteem, and self-confidence.

Hossain and Mustapha (2020), on the other hand, investigated participants’ readiness for

learner autonomy and its relationship with English language performance among ESL learners

from three public universities in Bangladesh (N = 381). Participants completed a survey asking

about their perceptions regarding their readiness for autonomous learning and their English

language performance. The results revealed a significant positive relationship between learner

autonomy readiness and English language performance. The results also revealed a statistically

significant relationship among learner autonomy, motivation, and English language performance.

The autonomous and motivated learners showed better performance than those who were less

autonomous and less motivated. Interestingly, motivated ESL learners were more autonomous

than unmotivated learners. These findings suggest that, in order to promote ESL learners’

autonomy, their motivation level needs to be increased. Hossain and Mustapha (2021) suggested

that a collaborative teaching and learning atmosphere can enhance learner motivation, which will

eventually contribute to the acceleration of learner autonomy and their ESL performance at the

tertiary level. Thus, we can infer that there is a reciprocal relationship between learner autonomy

and motivation in second language learning.

10
Techniques to promote learner autonomy in a classroom

The use of technology is becoming increasingly popular in second/foreign language

pedagogy globally. For example, Computer-Assisted Language Learning (CALL) is becoming a

popular approach to enhance EFL learner autonomy at tertiary level in Bangladesh. Rahman

(2018) conducted a quantitative study that involved 38 tertiary-level English teachers and 200

university students from seven Bangladeshi universities. The participants were tasked with

completing a questionnaire. Findings revealed that, since CALL made ESL learning interesting

and engaging, learners became more self-dependent. CALL provided opportunities for EFL

learners to choose their learning strategies and individualize their materials. Such opportunities

facilitated via CALL increased the autonomous choices provided for learners. Furthermore, 73%

of the teachers agreed that learner autonomy was accelerated when the EFL learners used

computers for learning English. In addition, 92% of the EFL learners believed that CALL

promoted learner autonomy. Hence, there is no doubt that CALL activities can promote learner

autonomy and that the ESL teachers should use those activities in their classrooms (Rahman,

2018). This study also demonstrated that the absence of computers with internet connections,

lack of guidelines, and limited pedagogical materials might hamper autonomous EFL learning in

Bangladesh.

In addition, learner autonomy increased corresponding to regular use of technology and

library resources. The results of Begum and Chowdhury’s (2016) study (see the previous section

for details) showed that 62% of the participants used computers for learning English, 66%

supported the use of audiovisual equipment to learn English independently, and 46% used library

resources that motivated them in independent English language learning. The use of audio-visual

systems and multimedia projectors makes English language classes more interesting and

11
interactive. Similarly, Jamil (2010) provided several useful techniques to enhance learner

autonomy in English language classrooms. He claimed that the use of technology helps learners

select their learning strategies. Specifically, the use of a computer, tape-recorder, television,

video-recorder, photocopier, fax, and email can enhance the growth of learner autonomy.

Furthermore, Sultana’s (2017) mixed-method study revealed specific techniques used to

promote learner autonomy among 25 undergraduate students from a leading private university in

Bangladesh. This study investigated the plausibility and effectiveness of learner autonomy in

ESL learning using a questionnaire, informal interviews, and focused group discussions. During

the instruction, the learners were directed through the four stages of autonomous learning –

planning, implementing, monitoring, and evaluating. Findings revealed that the ESL learners

began to take more responsibility for their own learning after they received the instruction of

autonomous learning strategies (Sultana, 2017). In addition, Sultana (2017) reported that, after

the intervention, the learners actively participated in the ESL classes, completed classroom

activities successfully, completed assignments independently, and used some effective learning

strategies. Sultana (2017) demonstrated that the following activities can enhance learners’

autonomy: journal writing, dictating new vocabulary and short paragraphs regularly, monitoring

learners’ independent learning, monitoring the effectiveness of the ESL materials, and

acknowledging learner performance. In a similar study, Begum (2018) added that activities and

strategies that teachers used to enhance learner autonomy involved small talk, journal writing,

using Facebook groups, using the internet and technology, crossword puzzle, jigsaw activity,

group debates, group investigation, double-entry journal, newspaper project, and student-teacher

consultations (see Begum, 2018 in the previous section for details).

12
Overall, the literature has revealed that ESL teachers and learners alike had a positive

perception and attitude toward autonomous learning at tertiary-level English studies in

Bangladeshi universities (Bashir, 2014; Begum, 2018; Begum & Chowdhury, 2016; Sultana,

2016). In addition, there is a growing awareness among ESL teachers and students regarding

learner autonomy and, therefore, autonomous learning is becoming increasingly popular in

Bangladesh (Begum & Chowdhury, 2016; Hossain & Mustapha, 2021; Jamila, 2013; Rahman,

2018; Sultana, 2017). However, implementation of learner autonomy is still at infant stage in

public universities in Bangladesh (see Hossain & Mustapha, 2020 in the previous section), and it

can be accelerated by the teachers showing supportive attitude and tolerance. In addition, learner

autonomy can be enhanced if the institutions provided necessary logistic support (see Jamila,

2013 in the previous section). All in all, although there are some impediments to the

implementation of learner autonomy (i.e., the lack of teacher training and logistic support),

learner autonomy can be encouraged in English language pedagogy in Bangladeshi universities.

Building on the existing literature, the present study investigates L2 English learners’

perceptions of autonomy at Bangabandhu Sheikh Mujibur Rahman Science and Technology

University (BSMRSTU). Since existing literature has revealed several useful techniques to

enhance learner autonomy in English language classrooms (e.g., technology-assisted learning), in

order to apply those techniques, my thesis study first investigates how autonomous learning is

perceived by the students in comparison to teacher-centered learning. Findings of the present

study can help outline the necessary guidelines for the implementation and application of

autonomous learning methods and techniques in language learning classrooms at BSMRSTU.

The following three research questions guide the study:

1. What are L2 English learners' perceptions of autonomous learning at BSMRSTU?

13
2. What are L2 English learners' perceptions of teacher-centered learning at BSMRSTU?

3. Which approach of learning (autonomous or teacher-centered) is more preferred by the

learners at BSMRSTU?

14
CHAPTER 3

METHOD

Setting

There are 53 public, 109 private, and three international universities in Bangladesh (see

University Grants Commission of Bangladesh). Bangabandhu Sheikh Mujibur Rahman Science

and Technology University (BSMRSTU) is one of the public universities which was named after

the father of the nation. It is located in the rural area of the Gopalganj district in the Dhaka

division. There are 34 departments under eight faculties and three institutes that offer bachelor,

master and doctorate degrees in different disciplines in this university. The English Department

is under the Faculty of Arts and Humanities which offers Bachelor of Arts (Honors) in English

and Master of Arts in English literature degrees. In order to complete the bachelor and master

programs in English, it usually requires four years and one year respectively. There are 13

faculty members and approximately 350 students in the English Department. Students who enter

the Bachelor program in English must first have completed 12 years of prior formal English

education.

Participants

Participants in this study were 100 native speakers of Bangla studying English at

BSMRSTU (hereafter L2 English learner). 47 of the participants were male students, while 53 of

the participants were female students. They ranged in age from 22 to 26 years, with a mean age

of 23.66 years (SD = 0.89). They started learning English at the age of 4 to 7 years, with a mean

age of 5.56 years (SD = 0.7). On average, the participants had 15.5 years of prior formal

education, suggesting that all of them finished 12 years of secondary and higher secondary

education in Bangladeshi standard. All the participants received education in Bangla during their

15
years of public schooling. 34% of the participants started learning English at home, while 66%

started at school. At the time of data collection, 50 students were enrolled in the fourth year of

their BA in English and 50 were enrolled in MA programs in the English Department. Table 1

displays demographic information of the participants.

Table 1

Demographic information of the participants

Descriptive statistics

Participants (BA: MA) 50:50

Average age (range, SD) 23.66 (22-26, SD = 0.89)

Gender (male: female) 47:53

Formal English study 15.5 years

Starting age of English learning 5.56 (4-7, SD = 0.7)

Medium of Instruction (Bangla: English) 100:0

Instrument

A survey adopted from Bashir (2014) was used to collect data to measure learners’

perceptions of autonomous learning and teacher-centered learning. All of the instructions and

statements of the survey were given in English. The survey responses were anonymous as the

participants were explicitly instructed not to write their names anywhere in the survey. The

survey had two parts: Part A and Part B. Part A elicited demographic information of the

participants (i.e., age, gender, program of study, starting age of English learning, duration of

formal study of English and medium of instruction in previous education).

16
Part B of the survey involved 50 Likert-scale statements categorized into two groups. 25

of the statements were designed to elicit students' opinions about autonomous learning. The other

25 statements were designed to elicit responses about teacher-centered learning. For data

collection purposes, all the statements were randomized in the survey in which the odd numbers

represented autonomous learning items and even numbers represented teacher centered learning

items. The respondents were instructed to indicate their agreement with each of the 50 statements

according to the following scale: 1 = strongly disagree, 2 = disagree, 3 = not decided, 4 = agree,

and 5 = strongly agree. Appendix A provides a copy of the survey. A few sample items from the

Likert-scale survey are below.

Sample items assessing students’ preference toward learner-centered learning:

1. I think students should decide their goals and objectives of learning English.

2. I think teachers should give students opportunities to choose materials for learning

English in class.

3. I think teachers should give students opportunities to decide where and how to learn

English.

Sample items assessing students’ preference toward teacher-centered learning:

1. I like the teacher to set my goals and objectives of learning English.

2. I think the teacher should decide where and how students will learn English.

3. I think the teacher should select materials for students in class.

This study employed Holec’s (1981) learner autonomy construct as the theoretical

framework as found in Bashir (2014). The five dimensions of autonomous learning, i.e., decision

making, learning styles and strategies, awareness about the language and the self, assessment and

17
feedback, and learner initiatives, were used to categorize the 50 statements in the survey. The

categorization of the statements is displayed in Table 2-6 below.

Table 2

Decision making

Item # Statements

1 I think students should decide their goals and objectives of learning

English.

Autonomous 3 I think teachers should give students opportunities to choose

learning materials for learning English in class.

5 I think teachers should give students opportunities to decide where

and how to learn English.

7 I think teachers should allow students to choose tasks and activities

to learn English in class.

9 I think teachers should allow students to evaluate their performances

in class.

11 I think students are responsible for their own learning.

2 I like the teacher to set my goals and objectives of learning English.

4 I think the teacher should select materials for students in class.

Teacher- 6 I think the teacher should decide where and how students will learn

centered English.

learning 8 I think the teacher should select the tasks and activities for students

in class.

18
10 I think it is the duty of the teacher to evaluate student performances.

20 I think the teacher should tell students why they are doing an activity

in class.

Note: The statements were presented in a randomized order.

Table 3

Learning styles and strategies

Item # Statements

13 I think teachers should give opportunities to students to learn in their

Autonomous own learning styles.

learning 15 I think teachers should allow students to learn at their own

pace/speed.

17 I think teachers should allow students to choose their own methods

and strategies to learn English effectively.

19 I know my learning style and use it effectively.

21 I feel reflection on and thinking about our language learning

activities is important for learning English.

14 I like the teacher to tell students what their learning style is.

Teacher- 16 I like the teacher to tell students how much time they should spend

centered on an activity.

learning 18 I like the teacher to tell students what methods and strategies they

will use to learn English effectively.

19
22 I think the teacher should make students think and reflect on their

learning.

46 I like the teacher to direct students on how to learn English.

Note: The statements were presented in a randomized order.

Table 4

Awareness about the language and the self

Item # Statements

23 I have a clear idea of what I need English for.

Autonomous 25 I know which aspects/areas of my English I need to improve.

learning 27 I know when I have made a mistake in English.

29 I know my strengths and weaknesses in English.

31 I like to look for solutions to my problems of English by myself.

24 I like the teacher to tell students why English is important to learn.

Teacher- 26 I like the teacher to tell students which areas they should improve in

centered English.

learning 28 I like the teacher to tell students when they have made a mistake.

32 I like the teacher to solve my problems of English.

42 I think I do not have enough management skills to learn English on

my own.

Note: The statements were presented in a randomized order.

20
Table 5

Assessment and feedback

Item # Statements

33 I think feedback plays an important role in successful language

Autonomous learning.

learning 35 I think regular feedback from my classmates on my language

learning helps me most.

37 I think students should monitor and assess their progress of language

learning.

39 I like the opportunity to correct minor mistakes in my work.

34 I like the teacher to give me regular tests.

Teacher- 36 I think regular feedback from my teachers on my language learning

centered helps me most.

learning 38 I need the teacher to tell me how I am progressing.

40 I like the teacher to correct all my mistakes.

Note: The statements were presented in a randomized order.

21
Table 6

Learner initiatives

Item # Statements

41 I think I can learn English in my own way.

Autonomous 43 I like trying new things out for learning English by myself.

learning 45 I think using English outside the classroom is important for

developing good language skills.

47 I think I can find my own opportunities to use the language outside

the class.

49 I think my efforts are important for my successful learning of

English.

12 I think it is important for the teacher to motivate students to learn

Teacher- English.

centered 30 I need a lot of guidance from the teacher in my learning English.

learning 44 I depend on the teacher for doing new things to learn English.

48 I like the teacher to tell me what to do to learn English outside the

class.

50 I think the language teacher plays an important role in my successful

learning of English.

Note: The statements were presented in a randomized order.

Data collection procedures

Data collection took place in the summer of 2022, following approval of the study by the

Institutional Review Board at the Northern Arizona University (see Appendix B for the copy of

22
the approval form). Data were collected in two sections of the English classes in BSMRSTU.

Printed copies of the survey were provided to the students during class periods. The researcher

visited two classes in person and recruited participants by explaining the purpose of the study.

All students in the classes agreed to participate in the study. Participants provided their written

consent on the printed consent form (see Appendix C for the copy of the consent form). After

consenting to the terms of the study, copies of the survey were distributed to the participants. The

participants chose the most appropriate response by circling the corresponding number beside

each statement. Approximately 10-15 minutes was required for the participants to record their

responses to the statements on the survey. During data collection, the researcher stayed in the

front of the classroom and collected the signed consent forms and completed surveys from the

participants.

Data analysis procedures

This study examined L2 English learners' perceptions of autonomous learning and

teacher-centered learning. It also investigated whether autonomous or teacher-centered learning

was preferred by the learners.

For data analysis, descriptive statistics and a paired t test were analyzed using R (R Core

Team, 2022). To answer Research Question 1 and 2, item category-wise descriptive statistics

were analyzed. In total, there were six item categories: decision making (k = 6), learning styles

and strategies (k = 5), awareness about the language and the self (k = 5), assessment and

feedback (k = 4), learner initiatives (k = 5), and all items combined (k = 50) (see Table 2-6).

Minimum, maximum, mean, standard deviation and confidence interval were calculated for each

item category.

23
To answer Research Question 3, a paired samples t test was used to examine the

differences between the participants’ perceptions of autonomous learning and teacher-centered

learning. There were two variables: autonomous learning and teacher-centered learning. Under

each variable, there were 25 statements. The alpha level was set at 0.05. Prior to the statistical

analyses, all statistical assumptions for the paired samples t test were confirmed. Within the data

set, there were no extreme outliers. The dependent variables were continuously scaled. The

observations were independent of each other.

24
CHAPTER 4

RESULTS

This chapter presents the findings of this study in regard to three research questions. Descriptive

statistics and a paired samples t test were used to answer the research questions. Table 7 displays

descriptive statistics of survey responses in two main categories: participants’ perceptions toward

autonomous learning (AL) and teacher-centered learning (TCL). The following section presents

findings for each category.

Table 7

Item category wise descriptive statistics

Item category Min Max Mean SD 95% Confidence Interval

Lower Upper

Decision making (k = 6)

AL 1 5 4.15 0.92 4.08 4.22

TCL 1 5 3.47 1.16 3.38 3.57

Learning styles and

strategies (k = 5)

AL 1 5 4.00 0.97 3.92 4.09

TCL 1 5 3.90 0.98 3.81 3.99

Awareness about the

language and the self

(k = 5)

AL 1 5 3.55 1.10 3.46 3.65

TCL 1 5 4.07 0.94 3.98 4.15

25
Assessment and feedback

(k = 4)

AL 1 5 4.29 0.82 4.21 4.37

TCL 1 5 4.07 1.00 3.97 4.17

Learner initiatives (k = 5)

AL 1 5 4.01 1.07 3.91 4.10

TCL 1 5 4.02 1.08 3.92 4.11

All items (k = 50)

AL (k = 25) 1 5 4.00 1.01 3.96 4.03

TCL (k = 25) 1 5 3.88 1.07 3.84 3.92

Note. N = 100. AL = Autonomous learning. TCL = Teacher-centered learning

Research Question 1: L2 English learners' perceptions of autonomous learning at

BSMRSTU

The first research question in this study examined L2 English learners' perceptions of

autonomous learning at BSMRSTU in Bangladesh. Table 8 displays descriptive statistics of

autonomous learning items. Descriptive statistics (see Table 7 and Table 8) revealed that, under

autonomous learning approach, assessment and feedback category had the highest mean (M =

4.29 , SD = 0.82), which indicate that L2 English learners most valued the importance of

feedback in successful language learning, the impact of regular feedback from classmates on

language learning, the value of self-efforts to monitor and assess self-progress of language

learning, and the importance of correcting minor mistakes independently.

In comparison to the assessment and feedback category, these learners had a slightly

lower but generally high perception in the decision making category (M = 4.15, SD = 0.92). The

26
statistics showed that the L2 English learners valued their freedom when deciding their goals and

objectives of learning English, deciding where and how to learn English, choosing tasks and

activities to learn English in class, evaluating their performances in class, getting opportunities to

choose materials for learning English in class, and having a sense of responsibility for their own

learning.

On the other hand, the category of awareness about the language and the self had the

lowest mean (M = 3.55, SD = 1.10) under the autonomous learning approach. This means that L2

English learners had a poor perception regarding the necessity of learning English, aspects/areas

in English they should improve, their strengths and weaknesses in English, their awareness of the

mistakes in English whenever they made, and their self-efforts to look for solutions to problems

of English.

In comparison to the awareness about the language and the self category, these learners

had higher perception in the category of learning styles and strategies (M = 4.00, SD = 0.97). The

statistics showed that the L2 English learners had some positive perception about their

independence to have opportunities to learn in their own learning styles, to learn at their own

pace/speed, to choose their own methods and strategies to learn English effectively, to utilize

their learning style effectively, and to have an understanding about language learning activities

which are important for learning English.

27
Table 8

Item wise descriptive statistics of autonomous learning items

Items Range Min Max Mean SE SD Variance

1. I think students should

decide their goals and

3 2 5 4.50 .070 .704 .495
objectives of learning

English.

3. I think teachers should

give students opportunities

3 2 5 4.27 .068 .679 .462
to choose materials for

learning English in class.

5. I think teachers should

give students opportunities

3 2 5 4.05 .087 .869 .755
to decide where and how

to learn English.

7. I think teachers should

allow students to choose

3 2 5 4.09 .093 .933 .871
tasks and activities to

learn English in class.

9. I think teachers should

allow students to evaluate

3 2 5 4.23 .095 .952 .906
their performances in

class.

28
11. I think students are

responsible for their own 4 1 5 3.76 .113 1.129 1.275

learning.

13. I think teachers should

give opportunities to
4 1 5 4.16 .098 .982 .964
students to learn in their

own learning styles.

15. I think teachers should

allow students to learn at 3 2 5 4.05 .090 .903 .816

their own pace/speed.

17. I think teachers should

allow students to choose

their own methods and 4 1 5 4.03 .099 .989 .979

strategies to learn English

effectively.

19. I know my learning

4 1 5 3.76 .102 1.016 1.033
style and use it effectively.

21. I feel reflection on and

thinking about our

language learning 4 1 5 4.01 .095 .948 .899

activities is important for

learning English.

29
23. I have a clear idea of
4 1 5 3.46 .106 1.058 1.120
what I need English for.

25. I know which

aspects/areas of my 4 1 5 3.77 .104 1.043 1.088

English I need to improve.

27. I know when I have

made a mistake in 4 1 5 3.01 .111 1.115 1.242

English.

29. I know my strengths

and weaknesses in 4 1 5 3.76 .106 1.065 1.134

English.

31. I like to look for

solutions to my problems 4 1 5 3.76 .105 1.046 1.093

of English by myself.

33. I think feedback plays

an important role in
4 1 5 4.60 .065 .651 .424
successful language

learning.

35. I think regular

feedback from my

classmates on my 4 1 5 4.21 .091 .913 .834

language learning helps

me most.

30
37. I think students should

monitor and assess their

4 1 5 4.11 .080 .803 .644
progress of language

learning.

39. I like the opportunity

to correct minor mistakes 4 1 5 4.25 .081 .809 .654

in my work.

41. I think I can learn

4 1 5 3.22 .108 1.079 1.163
English in my own way.

43. I like trying new

things out for learning 4 1 5 3.92 .101 1.012 1.024

English by myself.

45. I think using English

outside the classroom is

3 2 5 4.66 .057 .572 .328
important for developing

good language skills.

47. I think I can find my

own opportunities to use

4 1 5 3.72 .111 1.111 1.234
the language outside the

class.

31
49. I think my efforts are

important for my
4 1 5 4.52 .077 .772 .596
successful learning of

English.

Note. N = 100. Statements are in the same order as presented in Chapter 3.

Research Question 2: L2 English learners' perceptions of teacher-centered learning at

BSMRSTU

The second research question asked L2 English learners' perceptions of teacher-centered

learning at BSMRSTU. Table 9 displays descriptive statistics of teacher-centered learning items.

Descriptive statistics (see Table 7 and Table 9) revealed that, under teacher-centered learning

approach, both categories of awareness about the language and the self (M = 4.07, SD = 0.94)

and assessment and feedback (M = 4.07, SD = 1.00) had highest means. These results showed

that the L2 English learners were more dependent on the teacher to tell them about the

importance of learning English and about the areas they should improve in English. They also

wanted teachers to tell them when they made a mistake, to solve problems in English, and to

manage skills to learn English independently. Additionally, results indicated that the L2 English

learners expected regular tests to be administered by the teacher, regular feedback from teachers

on learning progress, and correction of mistakes by the teacher.

Similar to the above mentioned categories of awareness about the language and the self

and assessment and feedback, in the category of learner initiatives (M = 4.02, SD = 1.08), these

learners had almost same dependence on the teacher to motivate them to learn English, to guide

them in learning English, to try new things to learn English, to guide them about what to do to

learn English outside the class, and to be successful in learning English.

32
On the contrary, under teacher-centered learning approach, decision making category had

the lowest mean (M = 3.47, SD = 1.16), which indicates that, compared with other categories, the

L2 English learners in this study were less dependent on teachers to set goals and objectives of

learning English, to select materials in class, to decide where and how they would learn English,

to select the tasks and activities in class, to evaluate their performances, and to tell them why

they are doing an activity in class.

In comparison to the decision making category, in the category of learning styles and

strategies, these learners showed higher dependence on teachers (M = 3.90, SD = 0.98). They

wanted teachers to find out their learning styles, to budget time on an activity, to inform them the

methods and strategies that they should use to learn English effectively, to make them think and

reflect on their learning, and to direct them on how to learn English.

33
Table 9

Item wise descriptive statistics of teacher-centered learning items

Items Range Min Max Mean SE SD Variance

2. I like the teacher to set

my goals and objectives of 4 1 5 2.62 .129 1.293 1.672

learning English.

4. I think the teacher

should select materials for 4 1 5 3.48 .105 1.049 1.101

students in class.

6. I think the teacher

should decide where and

4 1 5 3.13 .112 1.116 1.246
how students will learn

English.

8. I think the teacher

should select the tasks and

4 1 5 3.48 .108 1.078 1.161
activities for students in

class.

10. I think it is the duty of

the teacher to evaluate 3 2 5 4.10 .088 .882 .778

student performances.

12. I think it is important

for the teacher to motivate 3 2 5 4.54 .070 .702 .493

students to learn English.

34
14. I like the teacher to tell

students what their 4 1 5 3.72 .096 .965 .931

learning style is.

16. I like the teacher to tell

students how much time

4 1 5 3.36 .107 1.069 1.142
they should spend on an

activity.

18. I like the teacher to tell

students what methods

and strategies they will 3 2 5 4.09 .078 .780 .608

use to learn English

effectively.

20. I think the teacher

should tell students why

4 1 5 4.03 .082 .822 .676
they are doing an activity

in class.

22. I think the teacher

should make students

4 1 5 4.22 .095 .949 .901
think and reflect on their

learning.

24. I like the teacher to tell

students why English is 4 1 5 4.27 .080 .802 .644

important to learn.

35
26. I like the teacher to tell

students which areas they

4 1 5 4.26 .077 .774 .598
should improve in

English.

28. I like the teacher to tell

students when they have 4 1 5 4.30 .078 .785 .616

made a mistake.

30. I need a lot of

guidance from the teacher 4 1 5 4.13 .099 .991 .983

in my learning English.

32. I like the teacher to

solve my problems of 4 1 5 3.99 .100 1.000 1.000

English.

34. I like the teacher to

4 1 5 4.02 .097 .974 .949
give me regular tests.

36. I think regular

feedback from my
4 1 5 4.28 .079 .792 .628
teachers on my language

learning helps me most.

38. I need the teacher to

tell me how I am 4 1 5 4.25 .080 .796 .634

progressing.

36
40. I like the teacher to
4 1 5 3.72 .126 1.256 1.577
correct all my mistakes.

42. I think I do not have

enough management skills

4 1 5 3.51 .105 1.049 1.101
to learn English on my

own.

44. I depend on the

teacher for doing new 4 1 5 2.98 .121 1.214 1.474

things to learn English.

46. I like the teacher to

direct students on how to 4 1 5 4.11 .087 .875 .766

learn English.

48. I like the teacher to tell

me what to do to learn 4 1 5 4.00 .086 .865 .747

English outside the class.

50. I think the language

teacher plays an important

3 2 5 4.44 .076 .756 .572
role in my successful

learning of English.

Note. N = 100. Statements are in the same order as presented in Chapter 3.

37
Research Question 3: Comparison between autonomous and teacher-centered approach

among L2 English learners at BSMRSTU

The last research question examined the preferred approach of learning (autonomous or

teacher-centered) by the learners at BSMRSTU. A paired samples t test was used to compare

learners’ preference for autonomous learning and teacher-centered learning (see Table 10).

Results revealed no significant difference in their preference between these two approaches, t

(24) = .834, p = .413.

Table 10

Paired samples t test

Paired Differences t df Sig. (2-

Mean SD SEM 95% Confidence tailed)

difference Interval of the

Difference

Lower Upper

Pair 1 .1140000 .6835752 .1367150 -.1681660 .3961660 .834 24 .413

38
CHAPTER 5

DISCUSSION AND CONCLUSION

This study investigated L2 English learners’ perceptions of autonomy at Bangabandhu Sheikh

Mujibur Rahman Science and Technology University (BSMRSTU) in Gopalganj in Bangladesh.

The investigation was motivated by previous findings that both L2 English teachers and learners

had a positive perception and attitude toward autonomous learning at tertiary-level English

studies in Bangladeshi universities (Bashir, 2014; Begum, 2018; Begum & Chowdhury, 2016;

Sultana, 2016). Contrary to the findings from these studies, findings from this study showed that

there is no statistically significant difference in the perceptions of L2 English learners of

BSMRSTU regarding their preference between autonomous and teacher-centered learning

approaches. They showed similar preferences toward these two approaches.

Interpretations of the findings

The following section presents the interpretation of the findings of this study under three

sub-headings: L2 English learners’ perceptions of autonomous learning, L2 English learners’

perceptions of teacher-centered learning, and comparison between autonomous and teacher-

centered approaches.

L2 English learners’ perceptions of autonomous learning

The first research question asked about L2 English learners' perceptions of autonomous

learning approach at BSMRSTU. Descriptive statistics showed that L2 English learners preferred

the autonomous approach in the areas of assessment and feedback. It means that they had a good

understanding of the importance of feedback in learning English, specifically, feedback from

peers. They learned that self-effort to monitor and assess their own progress in language learning

is necessary. Since it is not always practical to depend on teachers for error correction, they seem

39
to enjoy some freedom to correct minor mistakes on their own whenever they are made. These

findings are in line with Bashir (2014) and Begum and Chowdhury (2016) in that L2 English

learners had positive perceptions of feedback in learner autonomy.

On the other hand, L2 English learners in this study demonstrated lower awareness of the

language and the self under autonomous learning. This finding suggests that they were yet to

understand the necessity of learning English well, which indicates that they were not aware of

their own needs for learning English. Besides, the learners had limited knowledge about the

aspects/areas of improvement in English that they should focus on. In other words, they were not

aware of their own strengths and weaknesses in English. Moreover, they were not sufficiently

aware of their mistakes in English and how to find solutions to their problems in English on their

own. These findings indicate that the value of autonomous learning was not emphasized enough

for students in the English Department at BSMRSTU; as a result, the students had limited or no

exposure to the autonomous learning approach, especially the aspects of improvement in English

and find solutions to their problems in English.

L2 English learners’ perceptions of teacher-centered learning

The second research question examined L2 English learners' perceptions of teacher-

centered learning approach. Descriptive statistics revealed that the L2 English learners were

generally more dependent on the teacher in growing their awareness about the language and the

self, assessment, and feedback. They believed that the English teacher should be the person who

tells students about the importance of learning English. Their point of view was that teachers

should help them raise awareness about the areas they should improve in English. They also

believed that teachers are responsible for teaching them new skills so that they could learn

English independently. This finding aligns with that of Bashir’s (2014) study which found that,

40
to become autonomous, L2 English learners needed more empathy, assurance, and guidance

from teachers. One reason for this tendency is that these learners were taught following a

teacher-centered product-oriented syllabus before the tertiary level; they had the understanding

that regular tests administered by the teacher are crucial for their learning.

In summary, the current finding revealed that the students at BSMRSTU rely on teachers’

feedback (rather than peer feedback). This finding corroborates Mehrin’s (2017) study in which

the participants demonstrated a highly teacher-dependent attitude. To interpret this finding, it is

worth noting that in the English Department at BSMRSTU, pair and group activities in the

classrooms are limited, and the students do not have much experience with peer feedback. One

reason for this lack of pair/group activities is a large number of students in the class. Considering

the short duration of a class (50 minutes), pair/group activities remain neglected when the class

size is usually large in the English Department. So the teachers conduct classes in a lecture

method, and it is not possible to listen to every student in the class, essentially hindering

autonomous learning. Yet, in order to achieve autonomous learning, they need experience with

peer feedback systems. It is possible to establish good peer feedback systems through

encouragement, motivation, and support from teachers.

On the contrary, L2 English learners in this study were generally less dependent on

teachers in the area of decision-making. Decision-making is the critical part of the process of

becoming autonomous, and the learners in this study demonstrated some self-confidence in

decision-making skills. The finding indicates that they were comfortable with setting goals and

objectives for learning English. They were becoming aware of their individual interests or topics

of academic and intellectual interest. Thus they seem to be able to select materials in class on

their own, as well as the tasks they need to accomplish in the classroom. This finding aligns with

41
Bashir’s (2014) and Mehrin’s (2017) findings since participants in both studies were willing to

take charge of their own learning, materials, and classroom activities. In Bashir’s (2014) study,

ESL learners were even partially able to self-evaluate their own performances. However, this

finding contradicts with Jamila’s (2013) study in which teachers confessed that the ESL learners

were not permitted to select their learning materials and evaluate their own language

performance.

Overall, findings from the first two research questions demonstrated mixed results in

terms of L2 English learners’ perceptions of the autonomous learning approach. They showed

positive understanding of the importance of autonomous learning and mental readiness toward

this approach. This was shown in Table 7 in Chapter 4. The findings suggest that, if they truly

desire to be autonomous, their positive attitude may work as the foundation based on which they

develop autonomous learning practices and strategies. On the other hand, L2 English learners in

this study also showed inability to implement their ideas of autonomous learning and take

responsibility for their own learning. For example, although they demonstrated the highest

perception regarding the importance of assessment and feedback in autonomous learning, they

were also dependent on teachers on these two aspects. Another example is that, although they

reported that they were able to set a learning path and use learner-generated content, they were

not very aware of their own needs for learning English. Thus, L2 English learners in this study

had ambivalent perceptions regarding their learning approach (autonomous or teacher-centered),

which might not be instrumental to their academic success. Success in foreign language learning

requires a comprehensive understanding of the learning approach that the learners follow. The

learners’ ambivalence becomes clearer when we compare their perceptions of autonomous and

teacher-centered learning approaches.

42
Comparison between autonomous and teacher-centered approach

The third research question investigated whether L2 English learners preferred

autonomous learning or teacher-centered learning. A paired samples t test revealed no significant

difference in their preference between these two approaches. The reasons for this finding could

be twofold.

First, during public schooling, all the participants in this study received education from

Bangla medium institutions, and no one received English-medium instructions. The instruction

medium was exclusively Bangla in public schooling. Before entering the tertiary level, they had

only one or two courses in English in every grade. Since all other courses are taught in Bangla, it

is possible that learners in this study became more dependent on teachers to develop their

English competence when they entered the university. Yet, after they had completed at least

three years of tertiary education taught in English at BSMRSTU, they were gradually shifting

toward more autonomous learning, resulting in similar preferences between the autonomous and

teacher-centered approach at the time of data collection. These findings do not support Bashir’s

(2014) findings since participants of his study preferred autonomous learning over traditional

teacher-centered instruction. The reason for this difference could be that Bashir’s (2014) study

involved participants from a major public university in Bangladesh, whereas participants of this

study were from a peripheral university located in a rural area of Bangladesh. Bashir’s

participants are privileged in the sense that they are studying at a major public university in

Bangladesh located in a divisional city. It is possible that, in comparison with peripheral

universities, the major public universities in Bangladesh have more expert teachers. As a result,

the students of a major public university are supposed to receive better instruction, exposure,

43
educational resources and technological support from their institution that makes a difference in

their perceptions regarding learning approaches.

Second, since Bangladesh is a English as a foreign language context, the learners are not

expected to use English outside the classroom. Even in the English classes at BSMRSTU, a mix

of Bangla and English is used to deliver instruction and most of the communication. Hence, L2

English learners are highly dependent on teachers for their English study. On the other hand,

students in this study are exposed to technology-mediated learning (e.g., using social media) in

their classes at BSMRSTU. It is possible that, with the advantage of technology and social

media, they became able to understand that active learning—made possible by autonomous

learning—is required for learning English, which led to similar preferences between the

autonomous and teacher-centered approach found in this study.

To conclude, this study found a balanced perception of autonomous and teacher-centered

approaches among L2 English learners at BSMRSTU. They were neither completely

autonomous nor teacher dependent. Since autonomous learning makes learners to become

proactive being in charge of their own learning, it should be highly encouraged in L2 teaching

and learning context. Autonomous learning is beneficial not only for L2 English learning but

also for education as a whole; the autonomous approach can help produce competent learners

who are able to attain cognitive, emotional, and socio-cultural enrichment and who can take

responsibility for self-learning. Although there are some challenges, it can be asserted that L2

English learners at BSMRSTU are thriving toward autonomous learning which will also

contribute to the sustainable development of Bangladesh. However, as shown in the current

results, students also prefer the teacher-centered approach at the same level. Hence, faculty

members in the English Department of BSMRSTU can gradually familiarize the learners with

44
autonomous learning and its importance in learning English. Once the learners understand the

value of autonomous learning, it will be the high time to outline some plausible guidelines for

the implementation and application of autonomous learning in English classrooms at

BSMRSTU.

Limitations and future directions

Based on the limitations of the present study, several implications for future research are

proposed. First, this study only focused on the quantitative analyses of learner perceptions of

autonomy. A qualitative or mixed-method approach could produce more insights regarding L2

English learners’ perceptions of autonomous and teacher-centered approach. The data collection

tool employed in this study was a survey that was adopted from Bashir (2014) to measure

learners’ perceptions of autonomous learning and teacher-centered learning. In future research,

qualitative data could also be collected using observations, interviews, and focus group

discussion. Second, there was no piloting of the survey conducted before the data collection of

this study. A piloting of the survey indicates the degree of effectiveness of the tool before actual

data collection. Hence, it is advisable to pilot the survey beforehand, adding to the reliability and

validity of the instrument. Last but not least, this study did not employ a purposeful sampling.

Participants were selected from the fourth year of BA and MA programs only. As a result, a

significant portion of the population from the first, second, and third years of the BA program

remained unrepresented in the pool of participants. Hence, in future research, a purposeful

sampling could be used to increase the representativeness of the sampling. For example, 20

participants could be selected from each of the five years of BA and MA programs in the English

Department of BSMRSTU based on their academic performance in their respective programs.

45
Much work still remains to be done in this line of research. While working toward this

thesis, I have come up with some new areas of learner autonomy that might be investigated in the

future. Besides learner perceptions of autonomy, it is also important to investigate teacher

perceptions of autonomous and teacher-centered approaches at BSMRSTU. This is an important

future direction because the effective implementation of autonomous learning will require

concerted efforts from both teachers and learners. Literature review of this study revealed that

teachers needed some commitment and freedom to promote learner autonomy in their English

classrooms (Begum, 2018). If teachers practice traditional teaching methods in their classrooms

like those in Jamila’s (2013) study, learners are not able to develop positive attitude and

perceptions toward autonomous learning. Hence, it warrants a study at BSMRSTU on L2

English teachers’ perceptions of learner autonomy. Such a study should yield a comprehensive

view of their perspectives on this approach of learning.

Future research can also investigate the effectiveness of content-based instruction (CBI)

approach in enhancing learner autonomy. CBI focuses on the instruction of content (substance or

subject matter taught to the learners) or information (Richards & Rodgers, 2001). Making the

learners autonomous and capable of taking the responsibility for self-learning is one important

goal of CBI. Therefore, the effectiveness of CBI in promoting learner autonomy can be

investigated in the basic English language courses at BSMRSTU.

Another important future direction is to investigate the relationship between multiple

intelligences and learner autonomy. Multiple intelligence (MI) is a learner-based philosophy

which identifies multiple dimensions of human intelligence. According to Gardner’s (1993) MI

theory, there are different types of intelligence, such as naturalistic, bodily/kinesthetic,

intrapersonal, interpersonal, verbal/linguistic, logical/mathematical, musical, and visual/spatial

46
(Richards & Rodgers, 2001). Since both MI theory and autonomous learning approach are

learner centered, there is ample scope to conduct research in this area. In order to promote

autonomous learning practices, it is important to keep learners informed of their most

functioning intelligence types in L2 English learning.

Last but not the least, the relationship between L2 learners' perceptions of autonomous

learning and English proficiency will be an important area of future research. We can closely

examine high proficiency learners in class to determine whether they prefer autonomous learning

or teacher-centered learning. Learners might be motivated to practice autonomous learning if

they find that autonomous learning can lead to higher English proficiency. Such a study will help

L2 English learners, teachers and policymakers to make more informed pedagogical decisions.

Pedagogical implications

This study has produced crucial pedagogical implications for English language teaching

and learning at BSMRSTU. The findings of this study warrant close attention from both L2

English learners and stakeholders. Both teachers and students should be dedicated to making

English language learning as an autonomous experience. By making students autonomous,

teachers can make a difference in students’ English language learning experiences and provide

them with opportunities to explore their multiple intelligences. It is urgent for L2 English

learners to develop self-efficacy, positive self-esteem, and critical and creative thinking skills.

Hence, both parties—teachers and students— should make this attempt with optimism and

confidence.

Technology-enhanced tools such as corpora and digital dictionaries can be used to make

learners autonomous. Corpora is the electronic collections of naturally occurring texts. For

example, Corpus of Contemporary American English and Michigan Corpus of Academic Spoken

47
English are two of the popular corpora of American English which are available free of cost. If

the learners are familiarized with how to use a corpus, it will certainly decrease their dependence

on teachers to learn English. Teachers can develop pedagogical materials using corpora. In

addition to corpora, digital dictionaries can help learners learn high frequency vocabulary with

accurate pronunciation and grammatical structures, which can enrich their English learning

experience. Digital dictionaries can also reduce learners’ over reliance on teachers to learn

vocabulary and grammatical structures. Moreover, integrating Computer-Assisted Language

Learning (CALL) into L2 English pedagogy is advisable to promote learner autonomy. CALL

can be arguably a potentially useful approach to developing learner autonomy since Rahman’s

(2018) study revealed that 92% of the EFL learners believed that CALL promoted learner

autonomy. With the assistance of computer, L2 English learners can engage in self-learning and

find answers on their own without asking questions to teachers, leading to autonomous learning.

The administration at BSMRSTU can organize teacher training and seminar on learner

autonomy from time to time. Renowned scholars of autonomous learning from home and abroad

can be invited to train teachers of the English Department in the form of professional

development programs. A series of workshops on autonomous learning will be helpful to

establish autonomous practices in the department. Additionally, there are online courses on

autonomous learning offered by the top higher education institutions around the world. L2

English teachers can participate in these courses so they can learn more about autonomous

learning. Students in the English Department at BSMRSTU also need to be trained in

autonomous learning since their perceptions indicated that they lack training in autonomous

learning practices. Once teachers are trained, they will be able to train their students as well.

48
When teachers receive expertise on autonomous learning approach, they should then

work on student-based curriculum in collaboration with expert curriculum developers. They

should design syllabus and assessment systems of both BA and MA programs in the English

Department with an emphasis on learner autonomy. They can choose between product-oriented

and process-oriented syllabus to ensure learner autonomy. Moreover, teachers should design the

classroom activities and develop materials based on autonomous learning approach.

Finally, the findings of this study have pedagogical implications beyond the context of

BSMRSTU. The findings from this study can provide teachers with a better understanding of

learners’ perceptions and insights regarding learner autonomy in all Bangladeshi universities.

Since some challenges were found in implementing autonomous learning, L2 English teachers

might proceed gradually to promote learner autonomy in their classes. Institutions in Bangladesh

might consider the findings of this study to make their English language programs more

successful. By making students autonomous, teachers can provide students with a competitive

edge which will help them achieve employment opportunities at global-level. There are

unlimited opportunities for a global job market for competent English graduates. Autonomous

learning can help learners become competitive in such a global job market.

49
References

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learning English as a foreign language (EFL) at tertiary level in Bangladesh. Elk Asia

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Appendices

Appendix A

Copy of the Survey

Investigating English language learners’ perceptions of autonomy in a Bangladeshi

university

A. Please fill in the blanks given below with information about yourself. Do NOT write your
name anywhere in the questionnaire.

a. Age:____ b. Gender: _________ c. Program and Year____________ d. Highest academic

qualification:____________ e. When did you begin learning English (age):________________
f. How did you learn English (at school/at home, or some other way)?_____________________
g. Were you educated in English medium schools or in some other? (specify________________)

B. Please mark the appropriate number from 1 to 5 depending on your degree of agreement and
disagreement with the statement given, where 1 = strongly disagree, 2 = disagree, 3 = undecided,
4 = agree, and 5 = strongly agree.

No Statements 5 4 3 2 1
strongly agree not disagree strongly
agree decided disagree

1. I think students should decide their

goals and objectives of learning
English.
2. I like the teacher to set my goals
and objectives of learning English.
3. I think teachers should give
students opportunities to choose
materials for learning English in
class.
4. I think the teacher should select
materials for students in class.
5. I think teachers should give
students opportunities to decide
where and how to learn English.

53
6. I think the teacher should decide
where and how students will learn
English.
7. I think teachers should allow
students to choose tasks and
activities to learn English in class.
8. I think the teacher should select the
tasks and activities for students in
class.
9. I think teachers should allow
students to evaluate their
performances in class.
10. I think it is the duty of the teacher
to evaluate student performances.
11. I think students are responsible for
their own learning.
12. I think it is important for the
teacher to motivate students to learn
English.
13. I think teachers should give
opportunities to students to learn in
their own learning styles.
14. I like the teacher to tell students
what their learning style is.
15. I think teachers should allow
students to learn at their own
pace/speed.
16. I like the teacher to tell students
how much time they should spend
on an activity.
17. I think teachers should allow
students to choose their own
methods and strategies to learn
English effectively.
18. I like the teacher to tell students
what methods and strategies they
will use to learn English
effectively.
19. I know my learning style and use it
effectively.

54
20. I think the teacher should tell
students why they are doing an
activity in class.
21. I feel reflection on and thinking
about our language learning
activities is important for learning
English.
22. I think the teacher should make
students think and reflect on their
learning.
23. I have a clear idea of what I need
English for.
24. I like the teacher to tell students
why English is important to learn.
25. I know which aspects/areas of my
English I need to improve.
26. I like the teacher to tell students
which areas they should improve in
English.
27. I know when I have made a mistake
in English.
28. I like the teacher to tell students
when they have made a mistake.
29. I know my strengths and
weaknesses in English.
30. I need a lot of guidance from the
teacher in my learning English.
31. I like to look for solutions to my
problems of English by myself.
32. I like the teacher to solve my
problems of English.
33. I think feedback plays an important
role in successful language
learning.
34. I like the teacher to give me regular
tests.
35. I think regular feedback from my
classmates on my language learning
helps me most.

55
36. I think regular feedback from my
teachers on my language learning
helps me most.
37. I think students should monitor and
assess their progress of language
learning.
38. I need the teacher to tell me how I
am progressing.
39. I like the opportunity to correct
minor mistakes in my work.
40. I like the teacher to correct all my
mistakes.
41. I think I can learn English in my
own way.
42. I think I do not have enough
management skills to learn English
on my own.
43. I like trying new things out for
learning English by myself.
44. I depend on the teacher for doing
new things to learn English.
45. I think using English outside the
classroom is important for
developing good language skills.
46. I like the teacher to direct students
on how to learn English.
47. I think I can find my own
opportunities to use the language
outside the class.
48. I like the teacher to tell me what to
do to learn English outside the
class.
49. I think my efforts are important for
my successful learning of English.
50. I think the language teacher plays
an important role in my successful
learning of English.

56
Appendix B

IRB Approval Letter

57
Appendix C

Informed Consent Form

58
59
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