EXPLORING EFL STUDENT TEACHERS READINESS AND GENDER DIFFERENCES OF LEARNER AUTONOMY

Аннотация

Despite its importance for successful English as a Foreign Language (EFL) language learning and the
abundance of scientific works of learner autonomy, this construct has not received decent attention in the Indonesian
context. Further, gender differences in learner autonomy as an essential variable that has not been well-researched were
also included in this study. The authors conducted a mix-method study to explore the fourth-year student teachers’
conceptualization, attitudes, and readiness for learning autonomy by employing a 43 items questionnaire survey
adapted from Karabiyik (2008) to a total of 120 participants (156 male and 164 female) and interview questions to
6 volunteers. The qualitative data implied that the participants had an insufficient understanding of learner autonomy
even though they exhibited a positive attitude towards this construct. The overall results of quantitative data suggested
that the student teachers were not ready for learner autonomy indicated by the tendency to teacher-centered teaching
which might be accounted for by low proficiency in English reflected by low engagement virtually in the majority of
the autonomous learning activities. Furthermore, in terms of gender differences in learner autonomy, the t-test results
demonstrated that no significant differences between male and female student teachers in terms of the responsibilities
of autonomous learning, decision-making abilities, and engagement of autonomous learning outside the class.
However, a significant difference was found between genders and engagement in autonomous activities in class which
favored male students than their female counterparts suggesting that the male students performed more than male
students in asking questions to teachers and taking opportunities to practice their English with their peers. The authors
concluded that the student teachers were not ready for autonomous learning even though they had a positive attitude.
Thus, the authors recommended the teachers to implement teaching methods, for instance, Project-Based Learning
which might help to promote learner autonomy in the Indonesian context.