CHAPTER ONE

INTRODUCTION

This studyentitled 'Fostering Learner Autonomy: Strategies and Challenges in

English as a Second or Foreign Language Classes'endeavors to explore the
strategies used by the teachers and students in ESL [Link] chapter
incorporates the background of the study, statements of the problem, objectives
of the study, research questions, significance of the study, delimitation of the
study and operational definition of the key terms.

1.1 Background of the Study

Learner autonomy (LA) is most frequently used term in the field of second
language teaching and learning context. It is one of the major concernedareas
in the field of SLA. It is widely believed that a successful language learner is
one who is able to take responsibility and control their learning process. Holace
(1981 as cited in Schmnk, 2006)) defined it as "the ability to take charge of
one's learning"(p.3). According to him learners have great responsibility for
learning [Link] can also decide the laws for oneself. Nowadays, it is
relatively new concept in the field of education. It is buzz word in the mind of
second language learners and teachers. Due to the advancement of information
communication technology and the concept of democratic teaching and
learning LA has become an immersing phenomenon in the field of second/
foreign language teaching. Throughout the time,numbers of methodologies
have been emerged and they replaced old one to make teaching and learning
more learners centered. A traditional concept of teaching and learning shows
that the role of learner was passive inside the second and foreign language
where as the teacher is the sole authority in the classroom. But, nowadays, with
the emerging concept of autonomy the student's role becomes the central and
they get more responsibility in language learning.

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Nowadays, LA is considered as a desirable goal in language education.
Knowles (2001) states that one of the main goals in education is assisting
individual to view learning as a lifelong process and to learn in a self-directed
way. Inside the class we find diversity among the students. They are differently
able according to their situation and condition. We never assume that the
learners are dull or just passive listener in the class, because all the learners
have multiple intelligences. In similar vein, Benson (2001) argues that learners
who lack autonomy are incapable of developing appropriable learning
situations and self-preparation. It is widely believed that language learners have
a variety of unique characters and needs. Those learners who are more
responsible and independent get more achievement in their life.‘It is a capacity
for detachment, critical reflection decision making and independent action
(Little, 1991, p.4). This concept is also related to the various teaching and
learning approaches such as self-directed learning, cooperative learning and
independent learning etc.

Learner autonomy is a concept related to the self-directed way of learning

which has become focal concern for the researcher at present. Learners are
totally responsible for their learning and they are also in charge of all the
learning decisions as an autonomous learner. "Autonomy is your capacity to
take responsibility for, and control of your own learning whether in an
institutionalized context or completely independent of a teacher or
institution"(Thornbury, 2006, p.22)

The teachers who want to promote the development of learner autonomy must
do three things: First, they must involve their learners in their own learning,
giving them ownership of learning objectives and the learning process.
Secondly, they must get their learners to reflect about learning and about the
target language. Thirdly, teachers must engage their learners in appropriate
target language use, which includes the language of reflection and assessment
(Little, 2007,p.15).

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Benson &Voller (1997) states that autonomy has been used in the literature at
least five ways: (a) situations where learners study on their own; (b) as a set of
skills that can be learned and applied in self-directed learning; (c) inborn
capacity which is suppressed by institutional education; (d) the exercise of
learner's responsible for their own learning; responsibility for their own
learning; (e) the right of learners to determine the direction of their own
learning" (pp. 1-2).

It is considered as one of the major changes accompanied the shift in the

second language education it emphasize the role of the learner rather than the
teacher. However, teachers have also played crucial role to make his/her
learners autonomous by using situational techniques, activities and strategies
inside the second or foreign language classroom.

1.2 Statement of the Problem

Traditionally, teaching and learning English in our context is limited to transfer

knowledge to their students rather than encouraging students to become
autonomous in their [Link] autonomy is one of the most buzz words
in the field of English language teaching and second language acquisition. In
the context of Nepal, it is also one of the most dominant areas for the
researchers as well as language teachers and learners. Among several issues
that underpin the task of putting learner autonomy into action, learner
autonomy and freedom seems to be one of the crucial importances. Learner
autonomy is commonly associated with the idea of freedom as a central
component of the concept. To make students autonomous one need to get
freedom to learn and should be self-responsible for their learners.

Learner centered approaches have sought to remove the decision making

powers from being the exclusive domain of the teacher as a figure of
authorities knowledge and instead empower the learner as an active participant
and conscious decision making responsible for shaping his/her own
individualized learning experiences. It is also accepted that language learners

3
have a variety of individualized and unique needs and abilities. To be a
successful learner one should able to take responsibilities for their learning
process. Learner autonomy is the process to make them judge/evaluator
critically, which is the principal of quality education but it is not privilege in
our scenario.

However, this concept is still not practiced by teachers and learners inNepalese
context. And also due to the privatization in education and there authoritative
teaching students are not engaging such kind of language learning process. To
implement of this approach is not easy job. To promote language learning it is
require to get learners' freedoms. That can be sustained only if they take charge
of their own learning. But in our context there are several challenges. In the
context of Nepal there are only few researches were conducted on LA. Those
studies did not considered on strategies and challenges in fostering learning
autonomy. This study focuses on how the teacher fosters learner autonomy in
the context of Nepal and what kinds of strategies should follow by the teachers
and learners themselves.

1.3 Objectives of the Study

The objectives of the present study were as follows:

1. To explore the different strategies employed by the learners and
teachers in fostering learners autonomy.
2. To find out the challenges faced by teachers and learners while
creating autonomous environment.
3. To recommend some pedagogical implications on the basis of
findings.

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1.4 Research Questions

The present study has oriented to address the following research questions:
1. What are the strategies employed by the learners and teachers in
fostering learners autonomy?
2. What are the challenges for students and teachers to make
autonomous learning environment?

1.5 Significance of the Study

This study seeks to investigate different strategies of autonomous learners and

there ways of learning English language. It is equally helpful to the teacher to
follow the strategies to make their learners autonomous. This is the post-
method era whereas, single method and technique does not work in
multilingual classroom. Therefore different techniques have been emerging
throughout the time. Among them autonomy is one of the striking approach in
the field of second language teaching and learning. Learning is successful if
learners are responsible for their learning. Unless they are ready to learn
learning does not take place. Teacher can provide different materials and also
provides them learning environment to make them autonomous.

From the above statement it shows that students who are encourage taking
responsibility for their learning they are able to develop their goal and
strategies for language learning. This study will also be helpful to raise the
students' awareness and it also increases the students' level of motivation
towards the learner autonomy. This study is equally helpful for teacher to
create student friendly environment. The approach learning autonomy is related
to the learner centered where the students get freedom in their [Link]
specifically, it is expected that much of the benefits from this research will be
gained by the teachers and students. They will be benefited in the sense that
they are the core of this study and will bring some necessary changes and
strategies in their teaching to promote learner autonomy.

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1.6 Delimitation of the Study

My study was limited in terms of the study area, population, sample

population, research tools.

The delimitations of this study will be:

1. The study wasonly conducted to the fourSecondary level schoolsin
Kathmandu valley. Four teachers and thirty students were the
participants.
2. The data was collected from teachers who were teachingand students
who were studying at grade 11 and 12.
3. Semi-structured interview, classroom observation and focus group
discussion (FGD)with students were the tools of data collection.
4. This research was limited to narrative inquiry.

1.7 Operational Definitions of Key Terms

Autonomous language learning: It is an act o learning whereby driven

learners internationally make informed choice
about that learner

Learner autonomy: Leaner autonomy is the ability to take charge of

one's own learning without controlled by anyone

Self- effort: The autonomous activities that the learners do their

own and only from their sides are self-efforts as
used in this study.

Strategy: The term includes goal, intention, purpose,

conscious action, awareness, control or the
operative techniques of learners.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE AND
CONCEPTUAL FRAMEWORK

This part of study consists of the review of theoretical literature, review of

empirical literature, implications of the review for the study and conceptual
framework for the study.

2.1 Review of Related Theoretical Literature

The review of related literature provides clear concepts about research work. It
is the best way to find out the gaps and problems to explore new ideas from the
existing theories and findings. More specifically, the researcher conceptualizes
the whole ideas to carry out the research in scientific and systematic way. In
this study, I basically reviewed literature related to the learner autonomy.

2.1.1 Concept of Autonomy

The term autonomy came from the ancient Greek term "autonomo" where
"auto" means "self" and "nomos" the “law”. So, autonomos (autonomy) refers
to "one who gives oneself his/her own law". The concept is found in moral,
political and bio-ethical philosophy. The Oxford Advanced learner's Dictionary
(2013, p. 88) mentions it as "the ability to act and make decisions without
being controlled by anyone else". The term learner, on the other hand, refers to
the one who gains / learns something by one or another means. Thus, the
phrase "learner autonomy"(LA) simply refers to learners’ ability of taking
one’s own responsibility. Autonomy is a capacity for detachment, critical
reflection, decision making and independent action (little, 1991)

The philosopher like Galileo, Rousseau, Dewey and Kilpatrick highlighted the
importance of autonomy in different times. John Deweys (1916) established the
foundation for the development of learner autonomy in his book, Democracy
and Education. He highlights the significance of generating a supportive

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teaching environment that promotes students persistence in learning rather than
pure acquisition of knowledge and subject matter (Benson, 2001). Later on,
numerouseducators produced numbers of books in their respective field, for
instance, Allwright (1988), Dickinson (1992), Little (1995), Barefield and
Brown (2007).

Similarly, Rubin (1975) attempted to identify the characteristic of successful

language learners. Later, Holace (1981) coined the term 'Learner autonomy.'

2.1.2 Definitions of Learner Autonomy

Leaner autonomy as the ability to take charge of one's own learning,

(Holec,1981).

Nunan (1997) define learner autonomy in terms of two assumptions: "the

degree of learner autonomy" and the behavior of autonomous learners"(p. 13).
A number of researchers have attempted to define the notion that autonomy is a
matter of degree. Nunan(1997) argues that "autonomy is not an absolute
concept" (p.193). He developed a model of five levels of learner actions:
"awareness, involvement, intervention, creation and transcendence" (p.195).

Dam (2000) defined autonomous learners as "people who are able to take
charge of their learning, act independently, and are motivated in the learning
process."

Little (2003) stands at the same pole and define learner autonomy as "a
capacity for detachment, critical reflection, decision making, and independent
action."

Nguyen (2014) defines leaner autonomy as "Learners' willingness and ability to

take responsibility, to plan, implement, monitor and evaluate their learning
with tasks that are constructed in negotiation with and support from the teacher
(p. 21).

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2.1.3 Fostering Learner Autonomy

Developing learner autonomy is a gradual process in which teachers and

students are involved. Learners have their own pace of learning and belief of
learning. Regarding the case of learner autonomy Cotterall (2000) offers five
principles for language course design which aim to foster learner autonomy and
support the transfer of responsibility for decision-making from teacher to
learner.
1. The course reflects learners' goals in its language tasks and strategies.
2. Course tasks are explicitly linked to a simplified model of the language
learning process.
3. Course tasks either replicate real-world communicative tasks or
provide rehearsal for such tasks.
4. The course incorporates discussion and practice with strategies known
to facilitate task performance.
5. The course promotes reflection on learning (pp. 111-112).

Moreover, Harmer (2009, pp. 397-406), presents a range of activities for

training learners to be autonomous:
a) Thinking about learning
b) Learning journals
c) Forcing agency
d) The self-access centers and
e) Taking over

From the above points, we come to know that teachers have also numerous
roles and responsibilities and they have to provide different activities and
opportunities to work independently which helps to promote learner autonomy.

2.1.4The Role of Motivation in Learner Autonomy

Learner autonomy and learner motivation have become two focal points of
language classroom and research. In 1990s, researchers began proposing

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motivational strategies that could be employed in L2 classroom (e.g. Dornyei
1990; Crookes and Schmidt 1991). These researchers claimed that there was a
need for motivational strategies that could be put into practice by teachers in
L2 classroom.Dörnyei (2005) developed the theory of “possible selves”,
representing learners’ ideas of what they might become, what he/she would like
to become, and what they are afraid of becoming. Possible selves act as future
self-guides, motivating learners to close the gap between their
current/actual self and future ideal selves (Dörnyei 2009).

Ten motivational strategies based on Dornyei and Cheng’s study (2007)

1. Set a personal example.
2. Recognise students’ effort and celebrate their success.
3. Promote learners’ self confidence.
4. Create a pleasant and relaxed atmosphere in the classroom.
5. Present tasks properly.
6. Increase the learners’ goal-orientedness.
7. Make the learning tasks stimulating
8. Familiarise learners with L2-related values.
9. Promote group cohesiveness and set group norms.
10. Promote learner autonomy.

There are other additional key elements of motivation which include personal
beliefs, which would reflect on an individual’s capacity to perform a particular
task. By knowing English, the learners will be able to communicate with
people all over the world and take the chances to study or work in foreign
countries. These opportunities provide motivation to learn English language
autonomously. The learners who have the willing to communicate with
foreigners, study or work foreign country can be considered as motivated for
language learning which makes them try to improve themselves continuously.
They study, practice more to learn more. Because they want to be able to use
the language in a short time, they do extra practice on their own which can be

10
considered as autonomous learning. It makes the learners self responsible and
self-regulate towards their learning.

2.1.5 Role of Technology in fostering in Learner Autonomy

Learners can control their learning processes as much as possible and can
become quite independent of teachers when they work with computers. Jones
(2001) states that teachers play a great role in developing learner autonomy in
Computer-Assisted Language Learning (CALL). For example, students
formulate their tasks independently without teachers’ detailed instruction and
they often reflect on their and their interlocutors’ responses through Computer
Mediated Communication (CMC).

Nowadays, the role and use of technology as a tool for teaching and learning
English is increasing to create both independent and collaborative learning
environment in which students can learn English with much ease. For students,
it provides opportunities to communicate more effectively and to develop
literacy skills including skills in critical literacy. Learning has been given new
features in the twenty-first century due to the advancement of technology
(Pellegrino and Hilto 2012; Ting 2015). Learners, therefore, have started
learning through different approaches, rather than solely the traditional teacher-
centred approach. The traditional teacher-centred approach usually fails to
identify and support learners' individual differences and consequently it does
not effectively cultivate students' autonomy and learner ownership. For
example, with the open educational resources and the Internet, learners are able
to obtain rich information and learning resources (Cronin 2017; Smyth et al.
2016). What's more, they are able to be engaged in authentic learning through
3D virtual worlds (Lan et al. 2015).

2.1.6 Teachers Roles in Fostering Learner Autonomy

Teacher is a person who directs the learners towards their bright future.
Teacher has multiple roles in English language teaching.“The growth of

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autonomy requires the stimulus, insight and guidance of a good teacher”
(Little 2000, p.4). In traditional classroom settings, the teacher tends to
direct students in their learning, while in an autonomous classroom the
teacher relinquishes this control and moves from being an instructor to a
facilitator of [Link] to Camilleri (1999) teacher should have three
roles as manager, counselor and resource person for learner autonomy. In the
same way,Little (2004) states that learner-centered pedagogies have generated
numerous attempts to redefine the teacher`s role; facilitator, counselor,
manager of resources and also he emphasizes that if teachers stop teaching,
most learners will stop learning.

As students begin to take more responsibility of their learning, teaches need to

play the role of facilitator or counselor (Wend en, 2002) cited in Yang, 2005).
Teacher should learn new strategies in order to take on new roles. Dam (2008)
describe teacher role in an autonomous learning environment as a consultant
and facilitator, counselor and resources person. Little (2009), states that to
foster learner autonomy in second language teaching and learning the teacher
must play the role of getting students more involved in language use to give
learners access to a full range of discourse roles. Similarly, Xu and Xu
(2004,p.5) states that teachers are expected to play the roles as guide,
facilitator, assessor, psychological coordinator, peer cooperator, source of
information, leaner and researcher. It shows that teachers have numerous roles
in language classroom.

In order to foster learner autonomy, Little (2009, p. 2) further says that the
teacher should:
a. Use the target languageas preferred medium of classroom
communication and require the same of learners.
b. Involve his/her learners in a non-stop quest for good learning activities
which are shared, discussed, analyzed and evaluated with the whole
class in the target language and to begin with very single terms.

12
 c. Help learners to set their own target and choose their own learning
activities subjecting them in discussion, analysis and evaluation again in
the target language.
d. Require learners to keep a written record of their learning. Plan of
lessons and projects, lists of useful vocabulary and whatever texts they
themselves produce.
e. Require learners to identity individual goal but pursue them through
collaborative work in small group.
f. Engage learners in regular evaluation of their progress as individual
learners and as a class in the target language.

Fumin (2012) proposed a model to show teachers' role in class given figure
below.

Teachers' Roles (Fumin 2012)

Gao (2012) indicates that the teachers` prior learning experiences also lead to
teachers advocating for and promoting learner autonomy in their professional
practices. Autonomous learners, if they are willing to become teachers, are
more likely to become autonomous teachers, who will foster a new generation
of autonomous learners.

Although learners are main agent in learner autonomy and in their learning,
teacher has also prime role in fostering learning autonomy.

2.1.7Students Role in Fostering Learner Autonomy

Learner has prime role for autonomous learning. Learner should be responsible
and aware regarding their learning. The responsible learner is one, who accepts

13
that his/her own efforts are essential for effective learning and co-operates with
the teachers monitoring own progress through the use of opportunities
available. At the same time, the aware learner is one, who sees the relationship
to what is to be learnt, how to learn and the resource available in order to take
charge or control of learning. Bette (2003, p. 38) states, "an autonomous
learner by definition, is one who solves problems through a combination of
divergent and convergent thinking and function with minimal external
guidance in selected areas of endeavor." Autonomous learner need to develop
confidence, curiosity, self-control, relatedness, communication and co-
operation for autonomous learning. According to Dam (1995), learner takes
first step towards autonomy when they accept responsibility for their own
learning. They need to change attitudes, develop capacities of decision making
and take independent action.

Thus, teacher role is also equally significant for the development of learner
autonomy. Most importantly, learner is the core he/she needs to have readiness.
With the context of education, there seem to be seven main attributes
charactering autonomous learners (Omaggio, 1978).
a. Autonomous learners have insights into their learning styles and
strategies.
b. Take an active approach to the learning task at hand.
c. Are willing to take risks.
d. Are good guessers.
e. Attend to form as well as to content, that is, place importance accuracy
as well as appropriacy.
f. Develop the target language into a separate reference system and are
willing to revise and reject hypothesis and rules that do not apply; and
g. Have a tolerant and outgoing approach to the target language.

Similarly, Stephen (2011, p. 12) presents the summary of the characteristics of

autonomous learners are as follows:
a. Show responsibility for their own learning,

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 b. Show initiative,
c. Are able to enable to monitor and evaluate their own learning,
d. Are reflective and show ‘high’ (inverted comments because I’m not sure
how high is high) level for meta-cognition,
e. Are self-aware in relation to their own learning, (need up kipping)
f. Are intrinsically motivated?
g. Are lifelong learners? ( not sure about him one)
h. Can manage and regulate their own learning, (ok but what does this
involves?)
i. Are adopt at taking / making decision, (how adopt is adopt?)
j. Are making meaning?
k. Are risk taker?
l. Have specific skills and strategies for managing learning online.
m. Are adoptable and flexible in their approach to learning.
n. Are pro-active (i.e. they don’t wait for thing/ people to come them)
o. Are critical and analytical thinkers.
p. Know how to ask question are good filtering and selecting the
information they need.
q. Can take constructive criticism.
r. Are technically adept.

2.1.8Autonomy inside the classroom

The promotion of learner autonomy is not easy to achieve, but it is essential for
a language classroom. In order to promote learner autonomy teachers need to
be aware of the learner's viewpoints about their learning. Learner oneself is
more responsible in their learning. Therefore, all the activities, plans and
actions that the learner chooses oneself which helps to promote LA.
Kumaravadivelu (2003) on narrow view of autonomy that the chief goal of
learner autonomy is 'to learn to learn' (p.133).It is said that classroom is also
the place where autonomy practiced by the students. Ellis and Sinclair (1989)
insist when carefully designed and implemented formal teaching can even

15
promote learner autonomy (p.10). Learners not only are found autonomous
beyond classroom but also inside the class.

2.1.9 Autonomy outside English language teaching classroom

Autonomous learner can take a number of ways to enhance their learning. It

takes many different forms since different learners enact autonomy in different
ways. Benson (2007) stated, modes of practicing autonomy beyond the
classroom include self-access, CALL (Computer Assisted Language Learning),
distance learning study abroad, out of class learning and self-instruction. As he
mentioned several modes of learning involve in autonomous learning but these
modes also demand ability for autonomy. It shows that it is not easy for those
kinds of students who are less capable for autonomous learning. In this case
teachers have great role as coach, facilitator, or advisor rather than just an
information deliverer (Guo,2011). Out of class also one of the modes of
learning beyond the classroom. Benson (2013) defined out of class learning as
any kind of learning that takes place outside the classroom and involves self-
instruction, naturalistic learning, and self-directed naturalistic learning.

In addition, these studies (Chan, 2011; Hyland, 2004; Pill, 2001; Suh et al.,
1999; Wu, 2012) also indicated popular out-of-class activities in which
language learners like to engage in an Asian context. Such activities include:
I. Surfing the Internet
II. Engaging in online communication
III. Watching movies or TV programs
IV. Reading newspapers or magazines;
V. Listening to songs or radio stations.

Benson (2007, p. 26) encapsulates different modes of autonomy beyond the

classroom. They are: self access, computer Assisted Language Learning,
distance learning, tandem learning, study abroad and Self instruction. These
modes also play significant role in fostering LA.

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Students have much more opportunities to learn a language outside the
classroom through the continuous development in technology. Gremmo and
Riley (1995) mention that: developments in technology have made an
undeniable contribution to the spread of autonomy and self-success. The tape-
recorder, the fast-copier, TV and the video-recorder, the computer, the
photocopier, magazines, newspapers, fax and e-mail, all provide a rich variety
of tools and techniques for the implementation of self-directed learning (p.
153). Gremmo and Riley (1995) point out that “the first resource centers and
self-access systems were developed in the late 1960s and early 1970s” (p. 156).
They added that “the major lesson which has been learnt from resource centers
is that if they are to be successful, they must provide some sort of learner-
training” (p. 157).

2.1.10Learning Strategies

An old proverb stating “Give a man a fish and he eats for a day, teach him how
to fish and he eats for a life time.” (Wenden, 1985) actually outlines the
intimate relationship between autonomy and strategy use. Learning strategies
are defined as “specific actions, behaviors, steps, or techniques such as seeking
out conversation partners, or giving oneself encouragement to tackle a difficult
language task used by students to enhance their own learning” (Scarcella and
Oxford, 1992, p. 36) When the learners learn consciously choose strategies that
fit his or her learning style and second language task at hand , these strategies
become a useful tools for active, conscious purposeful learning strategies or
self-regulated action to promote learner autonomy.

O’Malley and Chamot (1998, p. 85) presents language learning strategies are
“the special thought or behavior that individual uses to help them comprehend
learn, and retain new information”. In the same regard, Chon (1998 as cited in
Gass and Selinker2009, p. 439) defines as:

17
 Language learning strategies are those which are consciously selected

by learners and which may result in action taken to enhance the learning

or use of second or foreign language through the storage, retention,

record and application of information about that language.

Like the classification of autonomy, the classification of learning strategies has

proved to be a difficult endeavor. Bailystok (1978) presents a model with four
types:
a. Functional practicing: strategies used for functional purpose;

b. Formal practicing: strategies employed for language practice in the

classroom;

c. Monitoring: also strategies used for language practice; and

d. Inference: strategies for guessing meaning from contexts.

Naiman et al.’s (1978) taxonomy contains five broad categories of strategies

used by all good language learners:
(a) An active task approach;

(b) Realization of language as a system;

(c) Realization of language as a means of communication and interaction;

(d) Management of affective demands; and

(e) Monitoring of second language performance.

(as cited in Lan, 2005, p.20)

[Link] Definitions of Learning Strategy

Language Learning Strategies concept was defined in different ways by

different researchers. There has always been a debate concerning the definition

18
of LLS which has resulted in a great number of perspectives on the definition
of the concept.

Rubin (1987) “strategies which contribute to the development of the language

system which the learner constructs and affects learning directly” (p. 22).

Carrell, et al. (1989) “the kinds of cognitive, meta-cognitive, social, and

affective strategies that learners employ” (p. 3).

Oxford (1990) “specific actions taken by the learner to make learning easier,
faster, more enjoyable, more self-directed, more effective, and more
transferable to new situations” (p. 8).

Green & Oxford(1995 ) “specific actions or techniques that (learners) use,

often intentionally, to improve their progress in developing L2 skills” (p. 262).

[Link] Language Learning Strategies

Students can use different strategies to make their learning easy. These
language learning strategies have been differentiated into four main categories
(Cohen et al. 1996) and they are described as follows:
a. Cognitive strategies usually involve the identification, retention,
storage, retrieval of words, phrases, and other elements of the target
language (e.g. using prior knowledge to comprehend new language
material, applying grammar rule to a new context, or classifying
vocabulary according to topic).
b. Meta-cognitive strategies deal with pre-planning and self-assessment,
online planning, monitoring and evaluation, as well as post evaluation
of language learning activities. (e.g. previewing the language materials
for the day’s lesson, organizing one’ thoughts before speaking, or
reflectingon one’s performance).
c. Social strategies include the action that learner select for interactingwith
other learner, a teacher, or with native speakers (e.g. askingquestions

19
 for clarification, helping a fellow student complete a task, orcooperating
with others).
d. Affective strategies serve to regulate learner motivation, emotions,
andattitude (e.g. strategies for reducing anxiety, for self-encouragement
andfor self-reward). (p. 4)

2.1.11 Constructivist Learning Theory

It states that learner-centeredness arose from the notion that each adult
language learner has a unique set of communicative needs. The basic premise
of constructivist theory is that people are said to learn when they have gained
experiences from what they learn. That is, people create their own meaning
through experiences. Scientists and philosophers like Dewey (1996), Piaget
(1973) and Vygotsky (1978) are the originators and contributors of this theory.

Constructivism claims that, knowledge cannot be taught rather it is learnt in

means constructed, Thanasoulas(2000, as cited in Hadi 2012).

Constructivism views the formation of knowledge as an active subject that

creates cognitive structures in their interactions with the environment. The
most important thing in constructivism theory is that in the learning process;
the learner should get the emphasis. Learners must actively develop their
knowledge not others. Learners must be responsible for their learning
outcomes. Students find out themselves if they made mistakes during their
learning. Constructivist strategy emphasizes conceptual understanding rather
than rote learning. This theory also motivates learner to be active. In the same
time Bruner's cognitive theory also supports Piaget and Vogotsky's theories. It
says that learning is an active process in which learner creates new concept
based on their experience. This theory also said those learners are responsible
for decision making, constructing hypothesis, choosing and changing
information on the basis of their knowledge and experiences. The main
argument of constructivism is that each learner constructs his or her own
knowledge through interaction between what they already know and the new

20
ideas, information and experiences they encounter. In this approach, language
learning does not involve adopting sets of pre-determined rules; instead, each
leaner bring their own understanding and relates it to the target language.

Constructivist learning requires the teacher to rethink the organisation and

management of learning according to principles of autonomy prompting
learners to take responsibility for their own learning to transform their own
learning process. As Reinders states,

constructivism gives a more central stage to the learner by focusing

less on the knowledge to be transmitted, and more on the process of

constructing, reorganising and sharing that knowledge. In this

process, the learner plays a key role. In order to be successful,

learners need to be made aware of their own learning and how to

manage it (Reinders, 2010, p. 40).

2.1.12 Transformative Learning Theory

This theory was originated by Jack Mezirow is described as being

"Constructivist an orientation which holds that the way leaner interpret and
reinterpret their sense experience is central to making meaning and hence
learning " (Mezirow, 1991). Meirow's original theory has been elaborated upon
by others, most notably Cranton (1994; 1997) and Boyd (1991). The theory has
commonalities with other theories of adult learning such as andragogy
(Knowles), experimental learning (Rogers and Cross). He was influenced by
constructivist theory. And also transformative learning theory agrees with the
principles of constructivism that knowledge is constructed. His work was
influenced by Freire (1970), Transformative learning theory as "Consciousness
raising." Critical consciousness refers to a process in which learner develop the
ability to analyze, pose, questions and take action on the social, political,

21
cultural and economic context that influence and shape their lives" (Dirkx,
1998, p. 3).

Mezirow (2000) presented some characteristics in transformative learning

theory. They are:
a) The learning process is controlled by learners.
b) The learners aim to identify their culturally persuaded responsibilities
and difficulties, so the learners can act to overcome them.
c) The teacher guides students to be self confident in new roles and
activities.
d) The teacher facilitates self-reflection and open dialogue in the class, etc.

2.1.13The Adult Learning Theory - Andragogy

Malcolm Shepherd Knowles’ (1913-1997) was an American educator well

known for the use of the term Andragogy as synonymous to the adult
education. It is based on adult education. Knowles defined andragogy as "the
art and science of helping adults learn," and contrasted with pedagogy, "the art
and science of helping children learn"(1980, p. 43). According Malcolm
Knowles, andragogy is the art and science of adult learning, thus it refers to any
form of adult learning. (Kearsley, 2010). It became a better point for those
trying to define the field of adult education as separate from other areas of
education. Form the above definition, it is art or science of adult teaching; it
deals with the adult but pedagogy deals with child leaning. It remains as the
most learner-centered of all pattern of adult educational programming.

Learner autonomy is directly linked with adult learning theory. Adult learners
are self-responsible and autonomous and the teacher is a facilitator of learning
rather than content delivers.

Knowles’ 5 Assumptions of Adult Learners:

22
1. Self-concept

As a person, matures his/her self-concept moves from one of being a dependent

personality towards one of being a self-directed human being.

2. Adult learning experience

As a person matures he/she accumulates a growing reservoir of experience that

becomes an increasing resource for learning.

3. Readiness to learn

As a person matures his/her readiness to learn becomes oriented increasingly to

the developmental task of his/her social roles.

4. Orientation to learning

As a person matures his/her time perspectives changes from one of postponed

application of knowledge to immediacy of application, and accordingly his/her
orientation towards learning shifts from one of subject- centeredness to one of
the problem centeredness.

5. Motivation to learn

As a person matures the motivation to learn is internal.

To sum up, adult learners have good experiences and they know how it will
benefit them. They also want to develop their self-identity, self-determinant
from their experiences. Autonomous learners have their own way to learn, own
orientation to learn and they are ready to take to any kinds of responsibility of
their learning. More specifically, they are self-motivated, intrinsically
motivated and gives internal priorities are more important than external
motivators. Therefore, autonomy is based on adult learning theory.

23
2.1.14 Heautagogy: self-determined learning

It is a learning theory developed in 2000 by Stewart Hase of Southern Cross

University and Chris Kenyon in Australia is the study of self-determined
learning. Heautagogy expands upon the self-directed learning practices of
andragogy by having learners take an active role in developing in their own
learning skills to meet their needs. The student chooses the learning path by
reflecting upon his/her strength and weakness, and exploring new strategies
that fit his/her learning style.

Heutagogy is a student centered instructional strategy that emphasizes the

development of autonomy, capacity, and capability. The heutagogical approach
encourages students to find their own problems and questions to answer.
Instead of simply completing the tasks teachers assign, these learners ponder to
seek out area of complexity in the subject they study. The heutagogical
approach can be viewed as a progression form pedagogy to andragogy to
heutagogy, with learners likewise progressing in maturity and autonomy
(Canning, 2010). It shows that more matured learners require less instructor
and course structure and can be more self-directed in their learning than less
matured learners.

2.2 Review of Empirical Literature

A numbers of researchers have tried to carry out research in different aspects of

learner autonomy. In this section I have reviewed the following researches:

Holace (1979)who initiated the study on learner autonomy with his seminal
[Link] also defines the term as "the ability or capacity to take charge of one's
own learning." He boosts on the significant of autonomous learning in
language learning.

Cotteral (1995) conducted a research in American University of Sharjan on

"Developing a Course of Strategy for Learner Autonomy". The aim of this

24
research was to find out the crucial role played by teacher/leaner dialogue
about learning in the classroom, and considers the implications for materials,
task design and time management. It was found that time must be made
available within programmes for teachers and learners to engage in dialogue
about the learning process.

Voller (1997) observed the teachers ole in the development of autonomy. He

found that the teacher must have clear view of the attitudes and beliefs
understanding their views of autonomous languages learning. In the same
ways, Reinders (2000) conducted a research to find out learners' perspectives
on learner autonomy and self access language leaning. The result showed the
positive reaction of learners towards the self-access and independent learning
though the learners were found to have shallow understanding of it. Similarly,
Finch (2000), Benson (2001), Vu and Zhan (2004) have made a comprehensive
overview on learner autonomy in language leaning respectively. Based on their
researches three dimensions are mentioned, that is, definition of learner
autonomy, a factor affecting learning autonomy and the approaches to the
fostering learning autonomy.

Nuru-razik (2006) conducted a research to explore the practice of autonomous

leaning by English major students at AAU. The result showed that students' use
different strategies and also they are aware of meta-cognitive strategies.

Burcue (2008) investigate the relationship between degrees of learner

autonomy, use of strategies for coping the relationship between degrees of
leaner autonomy, use of strategies for coping with speaking problems and
success in speaking problems and success in speaking class of the participants.
The result of this study showed that learners with low speaking grade are worse
than learners with high speaking grades during the use of strategies for coping
with speaking problems on the whole.

Joshi (2010) entitled 'Learner Autonomy: A Case of [Link]. Students' used

mixed method research design to explore the autonomous learner activities at

25
Tribhuvan University. The main objectives of this research were to explore
what students' perceptions are of the roles of their own and that of their
teachers in learning and to find out how leaner autonomy has been watched
from the teachers' view [Link] were collected through questionnaire and
interview as main tools and collected data were analyzed qualitatively and
quantitatively.

Moreover, it also explored the role of leaner and teacher. The findings of this
research showed that students undertake various plans and activities so as to
learn and improve their English. It showed that the learner make good practice
of autonomous activities from the analysis of their response of the teachers, it
has been found that autonomous learning is very important for the learners.
Similarly, Joshi (2011) also carried out his research in same area and found
same results.

Neupane (2010) conducted research on "Learner Autonomy: Concept and

Consideration." This research began with the concept of autonomy and goes on
to consider different aspects of autonomy. The research highlighted that total
autonomy is neither feasible nor desirable in formal language learning context,
it argues that learner autonomy is necessary for making someone lifelong
learner. She found out that the learner should be provided with the skills
necessary for the lifelong pursuit of knowledge.

Van (2011) conducted his study across 24 universities in Vietnam to

investigate the perceptions of Non-English Majored students on being
autonomous learners. It was a large-scale study that involved 631 students. The
findings revealed that students were not aware of the concept of autonomy, and
were satisfied with their current learning environment (pg 43, 46).

XiaolingZou (2011) has implemented computer assisted language learning to

supported and practice learner autonomy since 2003. A comparative study
focusing on learner autonomy is likely to provide useful insights into the
progression of autonomy in language learning. This research found that more

26
autonomous learning practice and constructive interactions among learners and
more support from teacher and university should give.

In the same ways, Kulsirisawad (2012) focused that the criticism of the
traditional way of teacher feedback provision and the use of peer feedback
activity as a means to help language learners to be responsible for their own
learning, in her article on "developing Learner Autonomy in EFL Classroom
via Peer Feedback."The aimed of this research was to discuss the concept of
promoting learner autonomy in EFL writing classroom using questionnaire to
teachers and learners. It was found that the educational polices should
encourage the implementation of learner centered instruction.

Likewise,Catter all (2013) carried out the research on promoting learning

through the curriculum. The article proposed five course design principles of
language courses which seek to foster learner autonomy. The paper concluded
with these principles will contribute both to learners control over their own
language learning process and to their developing language proficiency.

Furthermore, Paudel (2013) carried out a study on "Teachers Perception of

their Role in Promoting LA". The main purpose of this study was to find out
the perception of teacher role in promoting LA. The researcher used mix
methodology design and questionnaire consisting open-ended and close-ended
as a research tool. It was found that teacher have to perform dynamic roles to
foster their learning activity involving them in different activities like project
work, report writing, etc consulting different self-access centers.

Hussein (2014) wanted to examine learners' readiness to be autonomous. He

conducted his investigation on 140 students who were enrolled in two
introductory courses in English at a university in Palestine. The study specially
measured learners’ readiness on aspects such as responsibilities, abilities and
their readiness to perform autonomous activities in English. The data from
questionnaires and interviews revealed that the teacher was held responsible for
a student’s success or failure. However, they were willing to exhibit

27
autonomous behavior if they were given a chance to do so. The researcher calls
for training to raise awareness of the benefits of autonomous learning.

Sapkota (2014) carried out research on "use of self –Access Centers for
Learners Autonomy." The aim of the study was to investigate the autonomous
activities of the students in learning in self access center and to find out
teachers attitude towards self access centers. It was survey research with
sample of 8 teachers and 80 students using questionnaire and interview as data
collection procedure. It was found that learners themselves are the primary
sources to develop their own English language learning capacity.

Another study belongs to DemircanYıldırım (2014) who aimed to find out the
beliefs and practices of 64 EFL instructors at a state university in Turkey
regarding learner autonomy. The data were collected through questionnaires
and interviews. It was found that the participants’ opinions were positive
towards learner autonomy, and they were eager to help their learners be more
involved in learning process. Thus, they were fond of fostering learner
autonomy; however, they thought that the learners did not have many efforts to
be more autonomous. A study carried out in an Iranian context by (Farahani,
2014) involves 450 EFL learners, 219 female and 186 male. By analyzing data
obtained through a questionnaire, semi-structured interviews and non-
participant observations it was concluded that there was a gap between
learner’s awareness of autonomous learning and practical usage in the
classroom. Learners felt that they were motivated; however, they believed that
the teacher is indispensable and should be the one who should be responsible
for creating awareness in the learners towards being autonomous.

Khanal (2014) conducted a research on "Activities used for Promoting Learner

Autonomy." This research aimed to find out the students strategies for
promoting autonomy in their language learning and to find out the teacher's
activities for promoting learner autonomy in language learning. It was the
qualitative case study design conducted by using autonomous activities scale

28
and observation as the main data collection tools. He had selected the
purposive non-random sampling procedure and collected data by observing a
class of 30 students and a teacher at Reliance International Academy grade XII.
This research found that the teacher played the role of facilitator, guide,
participant and dynamic resource for promoting learner autonomy.

Yi Wang& Ming-xin Wang (2016) carried out research on 'Developing Learner

Autonomy: Chinese University EFL Teachers’ Perceptions and Practices.' This
study investigated 44 Chinese university EFL teachers’ perceptions and
practices about LA. The findings showed that teachers understood the basic
features of LA and to some extent said they implemented LA in their practices,
yet those who implemented it were inhibited by various contextual challenges
regarding students, teachers, the institution, and Chinese culture. The LA-
focused workshops were found beneficial in enhancing teachers’ understanding
of the notion as well as its practical applications.

Sofraci (2016) investigated the perceptions of EFL instructors and Turkish EFL
pre-service teachers regarding learner autonomy. A questionnaire was given to
123 instructors and third and fourth year pre-service teachers. The findings
indicated that the majority of the participants found they supportive in relation
to promoting learner autonomy. When in-service and pre-service teachers were
compared, it was found that pre-service teachers were more supportive of
involving learners in the decision of time, place and pace of the lesson, record
keeping, course objectives, course content, selecting course materials,
interaction pattern, classroom management and homework tasks. As seen,
studies in the literature mainly focus on the perceptions of learners and teachers
regarding autonomy or how autonomous they perceive themselves. However,
research examining the term autonomy in pre-service teacher education is
scarce and the impact of any practices or content to foster autonomy among
student-teachers is yet to be discovered. For this reason, the study aims to
investigate the impact of a course specially designed to foster learner autonomy
among pre-service teachers and their opinions regarding this process.

29
ErdiHaşimoğulları (2017) carried out research on ' Fostering Learner
Autonomy outside the Classroom at an English Preparatory School.' The main
purpose of the study was to identify the FLEPS students’ and instructors’
perceptions as regards fostering learner autonomy outside the classroom. In this
case study, the mixed method approach was used to gather both quantitative
and qualitative data. The participants were 10 instructors and 105 students from
the FLEPS. The results revealed that generally the students watch movies and
listen to music outside the classroom to improve their English. Moreover, the
results showed that there is an urgent need for updating the materials and
renewing the SSSC’s resources and facilities.

Nguyen (2017) conducted research on 'promoting learner autonomy: Lesson

from using project work as a supplement in English skills courses. This study
aims to report the impact of project work in teaching English language skills on
the learner autonomy of students in an English Language Teacher Education
program. Fifty English teaching-majored second-year students in project work
over two semesters. Two instruments employed to assess their learner
autonomy include a self-assessment questionnaire and two group interviews.
The results showed that the students gained a higher degree of learner
autonomy after participating in project work.

Lately, Norah ManourAlmusharraf (2017) investigated EFL students'

perceptions and applications of autonomous learning strategies for purpose of
English vocabulary development, as well as their adapted method for learning
English. The findingsreveal that the implementation of autonomous learning is
a significant factor in students' intrinsic engagement and motivation to develop
vocabulary knowledge.

Darsih, (2018) carried our research on' fostering language learner autonomy:
Indonesian EFL lecturers’ voices'. This explorative study was conducted to find
out lecturer’s beliefs about learner autonomy and the activities done by the
lecturers to foster learner autonomy. Seventeen lecturers from English

30
Education Study Program were voluntarily investigated and interviewed. The
study revealed that majority of students were assessed to be not autonomous
yet and there were various efforts and activities done by the lecturers to
improve learner autonomy, such as providing a project based assignment,
recommending a specific web and English mobile applications to assist their
learning, keep motivating the students, fostering reading habit, involving
students to select materials, and applying various teaching methodology.

Paudel (2019) carried out research on "Learner Autonomy Practices in English

Language Teaching in EFL Context." This study aimed at exploring the
practice level scenario of LA in English language teaching and learning. It was
the qualitative research where the researcher used class observation, FGD as
research tools. It was found that the majority of students and teachers did not
adopt English language teaching and learning and almost teacher oriented
classroom. Students were also not much responsible towards their leaning.

There a number of researches carried out in different aspects of learner

autonomy by different researchers. However, there is lake of researches in
learner and teacher strategies to make teaching and learning autonomous and
challenges faced by the EFL learners. That is why the researcher is more
curious to carry out research in this topic.

2.3Implications of Review Literature

Through the intensive study on theoretical and empirical literature I got clear
direction to conduct the research. I have reviewed many literature related to
learner autonomy their strategies.

From the review work of Holace (1997) it showed the important of autonomous
learning in language learning. From Cotterall (1996) learnt that learner
autonomy should be developed through different strategies keeping them inside
the course. Voller (1997) found that teacher must have clear view regarding
learner autonomy. Reinder (2000) found positive reaction of learners towards

31
the self-access learning. Nuru-razik found that students' use different strategies
and also aware of meta-cognitive strategies. Burcue (2008) showed that
learners with low speaking grade are worse than learners with high speaking
grades during the use of strategies for coping with speaking problems on the
whole. Joshi (2010) found that autonomous learning is very important for the
[Link] (2010) highlighted the necessity of learner autonomy for
making someone lifelong learner. XiaolingZou (2011) found that autonomous
learning practice and constructive interactions among learners and more
support from teacher and university should give. Asmari (2013) found that
teacher should involve learners in their own [Link] (2014) has found
that learners themselves are primary source to develop learner autonomy.
Similarly, Khanal (2014) has found the teachers role as facilitator, guide,
participants and dynamic resources for promoting learner autonomy. Yi
Wang& Ming-xin Wang (2016) carried out research on 'Developing Learner
Autonomy: The findings showed that teachers understood the basic features of
LA and to some extent said they implemented LA in their practices, yet those
who implemented it were inhibited by various contextual challenges regarding
students, teachers, the institution, and Chinese culture.

ErdiHaşimoğulları (2017) carried out research on ' Fostering Learner

Autonomy outside the Classroom at an English Preparatory School.' The main
purpose of the study was to identify the FLEPS students’ and instructors’
perceptions as regards fostering learner autonomy outside the classroom. The
results revealed that generally the students watch movies and listen to music
outside the classroom to improve their English.

Similarly,Almusharraf (2017) has found that the implementation of

autonomous learning is a significant factor in students' intrinsic engagement
and motivation to develop vocabulary [Link], (2018) carried our
research on' fostering language learner autonomy: Indonesian EFL lecturers’
voices'. The research revealed that teachers provided a project based
assignment, recommending a specific web and English mobile applications to

32
assist their learning, keep motivating the students, fostering reading habit,
involving students to select materials, and applying various teaching
methodology.

Paudel (2019) deplored the practice level scenario of LA in English Language

teaching and learning. It was qualitative research; He observed the classes and
conducted focus group discussion. It was found that the teachers and students
were positive towards LA in real sense, the majority of students and teachers
did not adopt English language teaching and learning and almost teacher
oriented classroom.

Learner autonomy is one of the dominant concepts of second language teaching

and learning. Changes in the world of research and second language teaching
have incorporated new trends in terms of teaching and learning practices in
language class. There are no single methods in the world which is appropriate
in language teaching. In this case, LA is one of the best supporting approach in
second language classroom.

The literature review is an integral part of the entire research which provides
in-depth knowledge in subject matter to the researcher in their area. It has
significant role in every step. After reviewing the literature I got a lot of ideas
fostering learner autonomy. These reviewed documents provided me
theoretical background to the study. And it provides me clear way to carried
out research.

By reviewing different theories, which are dominant in second language

teaching and learning field. All these reviewed theories also focused on learner
autonomy. These all theories and concepts are related to the learner age,
psychology, learning strategies, learning attitudes, learner motivation and their
learning styles. These theories kept the learner in the central part. It shows that
learners are the focal points. Until and unless learners are ready to learn, taking
their responsibility and control themselves, real learning cannot take place. So,
theories that knowledge is not transmitted but constructed. To do so, we need

33
to create conducive environment and provide scaffolding in their learning. It
also shows that teacher also arouse the interest to the learner not to force
towards learning. These research works were to some extent related to my
study. The reviewed works were similar with the present research in the sense
that their works tried to investigate the teachers’ perception learners’
perception, role of motivation, readiness of learner to be autonomous,
maximizing learner strategies, to promote learner autonomy in ELT classroom,
autonomous activities inside and outside the classroom. Similarly, the
researcher has reviewed some fruitful ideas such as teachers’ role, learners’
role, and various learning strategies. Theoretically all these literatures are
related to my study. Though, the present study is different from aforementioned
reviewed research work in the sense that it tries to explore the strategies,
techniques and challenges to promote learner autonomy.

I have reviewed several documents that is, book, article, journals, etc. The
researches carried out by these all researchers are the prime source, and basis of
my research study. Empirical literature provides me different ways to carry out
research. Through those literatures the researcher comes to know the different
methodologies for conducting research. Moreover, it also provides wide range
of issues in second language teaching. At the same time, these provide
insightful knowledge in the related research topic. In addition, it also helps to
develop the framework of this research study.

34
2.4 Conceptual Framework

The conceptual framework offers many benefits to a researcher. For instance, it

assists the researcher in identify and constructing his/her world view on the
phenomenon to be investigated (Grant&Osanloo, 2014). According to Miles
and Huberman (1994, p. 18) "conceptual framework is a written or visual
representation that explains either graphically or in narrative forms." On the
basis of all these reviewed documents I have developed my conceptual
framework. Thus, the present study was based on the following conceptual
framework.

35
 CHAPTER-THREE
Research Methodology

In this section, the researcher describes a design for study, methods of the
study, its participants, the study site, sample and sampling strategy, research
tools, sources of data, data collection procedure, data analysis procedures and
ethical considerations.

3.1 Design of the study

In this study researcher has used narrative inquiry research design. Narrative
inquiry is a way of understanding and inquiring into experience through
"collaboration between researcher and participants, over time, in a place or
series of places, and in social interaction with milieus" (Clandnin&Connelly,
200,p. 20). This study is a qualitative exploration of learner and teacher
strategies that they used to make autonomous and challenges, their struggle to
make autonomous. This research will also provide deeper insights for
developing leaner autonomy.

3.1.1 Narrative Inquiry

Narrative Inquiry rings storytelling and research together either by using stories
as research data or by using story telling as tool for data analysis or
presentation. It is a form of qualitative research which involves eliciting and
documenting stories of individuals' life experiences. Narrative inquiry is based
on the premise that we understand or make sense of our lives through narrative
(Bruner, 1990). It has been used in the field of language education to
investigate motivation, identity, and multilingualism, learning strategies,
learner autonomy and a variety of other aspects. Interviews are the principle
method of data collection; however participants can write their own stories.
Sometime researchers analyze previously published autobiographies, memoirs
and other genres. The stories are often analyzed using thematic analysis

36
procedures such as categorical content analysis, common in qualitative
research.

3.2 Population, sample and sampling strategies

For this study, the populationwere all secondary level English teachers and
students in Kathmandu valley. Four English teachers and three groups of
students were the sample of this study. Each group contained ten students .The
researcher used purposive non-random sampling procedure to select the
informants to fulfill the objective of this study.

3.3 Research Tools

Researcher has gained insight into different perspectives from students and
teachers through EFL classroom observation, semi-structured interview and
focus group discussion with thirty students. To get authentic data, some open
ended questions were usedfor semi-structured interview with teacher to get
reasonable data.

3.4Sources of Data

Both primary and secondary sources were used for the collection of required
information. The primary sources were used to get the information strategies
and challenges for the learners and teacher whereas Secondary sources were
used in forming the theoretical part of the research.

a) Primary source of Data

All the selected 4 teachers,30 students and4 schools were the primary sources
of data.

b) Secondary Source of Data

In order to complete the study researcher consulted various books, journals,

thesis,and articles and visit some related websites as a secondary source of data

37
to collect more information. Moreover, researcher will Consult the Holace
(1979), Finch (2000), Zhan (2004), Bucue (2008), Joshi (2010),Neupane
(2010) Anne Feryok (2013), Harmer (2007), Creswell (2014),
[Link](2017), Paudel (2019) and so on.

3.5Data Collection Procedures

In order to collect the authentic data researcher was followed the stepwise
procedures in carrying out the investigation.
a) At first, researcher visited the selected teachers and students of
Kathmandu valley and establishes the rapport with them.
b) It was informed them about the processes and objectives of my study.
c) Then, researcher consults and explains them about the purpose of the
study and requests them to take part in it. He assured them the
confidentiality in terms of ethics regarding the obtained information
through interview.
d) Researcher conducted the semi structured interview of the teachers and
students.
e) He took interview using numbers of provoking questions to elicit more
information needed for my research.
f) At last, he thankedthem heartily for their kind co-operation.

3.6Ethical consideration

The ethical consideration is an important part of any research body which has
significant value in research field. Every respondent have their right to privacy.
Participants were informed the purposes of the study and their value of
participation on research. Therefore, in the process of collecting data, analyzing
and interpreting data, all the ethical issues were considered. In order to
maintain validity and reliability of research, researcher will not harm authentic
data and sources. And the researcher took permission from the concerned
authorities. Participants' identities wereanonymous and they would not harm in
any conditions. Similarly, to avoid the plagiarism and intellectual theft, I have
38
mentioned proper citation and references. Result wasderived on the basis of
collected data from the teachers and students.

39
 CHAPTER – FOUR
ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the analysis and interpretation of data. The researcher
mainly used thematic approach to analyze and interpret the collected data in
different headings. The responses from the teachers regarding their strategies,
opinions and practices for fostering learners’ autonomy were analyzed and
interpreted under the following quotes from them to illustrate the main themes
which were developed.

4.1 Strategies for Fostering Learners Autonomy in EFL context

Learners are in the process of becoming autonomous and are expected to be a

real life learner. It is the responsibility of the teachers to make them
autonomous learner. Autonomous learning is an individual and gradual process
of self awareness which involves the sharing of control between teachers and
learners, while offering learners extended opportunities to take responsibility
for their own learning. To make their students more autonomous teachers
should use different strategies. In this regard the researcher asked first question
to the respondents, i.e. What is the role of teacher in fostering learning
autonomy? What kind of strategies do you follow to make learners more
autonomous? was mainly answered by teachers through analyzing the audio
recorded teacher interview session.

Self Directed strategy:

There are numerous ways to help students become self-directed and

autonomous learners. Learners should be presented with choices to avoid
rigidness in the mode of learning because freedom in learning encourages the
learner to become more creative. Self directed is creating situations in the
classroom to direct one subject or one dependent learner to another and degree
of teacher talking should minimize. To support these statements participants A
shared:

40
I always give opportunity to the students choose their topics of interest also ask
to pick topics for upcoming class, what they want to discuss, and evaluating
them in terms of their usefulness in class.

This statement argues that learner should get plenty of opportunities in the EFL
classroom either in the selection of course content or discussion on any matter.
If they get good platform they will be more responsible and autonomous.
Learner is also being prepared for the upcoming class. They select topic where
they are more interested. And it helps to go in depth in selected topic. Where
learner gets more freedom they learn freely and also will be more responsible
learner. The role of teacher is facilitative and creating the learning situation in
the classroom. The learners do different activities following the situations
created by the teachers like pair work, group work, presentation, etc. So, the
teacher develops the best nurturing environment in the classroom. Teacher
should provide different activities to the students and evaluate their works.

Using authentic experience

There is strong convergent evidence that, for students to learn a new or a

foreign language independently, they need to engage in authentic, informal
conversation inside and outside of the classroom. In authentic learning,
students are offered support to attain tangible, valuable information worth
sharing with their community outside the classroom. The First (A) informant
argued:

I often initiate the class with authentic experiences and real life examples. It
also promotes the learners present in authentic setting.

This strategy can be a helpful tool for educators who design their curriculum to
consider students’ prior knowledge, independency, and real-life experiences. It
also suggests that teachers should also encourage students to self-direct their
learning. Students can write stories, essays, poem and so on on the basis of
their lived experiences. When they starts with their own experiences, teacher

41
just need to guide and show them proper way. Learner themselves will bring
rich contents and can go through the contents and they can make it more
authentic knowledge. Participants B added:

I provide them task with context and just give them clues and make them
hungry and create hungriness with them. I just paraphrase the task and ask
them to present their ideas. But teacher should give clear ideology and
terminology so that they will be more responsible.

It shows that teacher should provide the clear guideline to their students and
create suitable contest. At the same time, teacher job is to create eagerness
towards learning in their learner. Learners are like clay so teacher can create
any shapes as their wish. For instance, teacher can provide different skeleton of
the story and learner can develop on the basis of their knowledge and those
guidelines. But teachers should give crystal clear tasks where students shows
their interest and can perform well. Teacher role should be facilitator and guide
rather than authoritative.

But in the context of Nepal, teacher has prime role inside the class room. These
types of traditional strategies are still practiced in EFL class room where
teacher presents the task and teacher provide note mad by themselves. They do
not focused on creativity rather they just focused on the exam based. Therefore,
learners are still not become autonomous.

Motivational Strategies

One significant factor of the successful implementation of autonomous learning

is the students’ incentive to learn.

By accepting responsibility for their learning, students may be able to better

understand the language by covering different vocabulary, grammar and
language skills. Despite its significance, learner autonomy is still rarely
considered an aspect of the language-learning curriculum. It can be argued that
a foreign language can only be better understood with much practice, self-

42
regulation, and motivation—the central characteristics of autonomous learning
(Little, 2007; Yeung, 2016). To support this statement, participantsA said:

Even the most experienced or independent students need some counseling in

terms of what to study, where the material are, which one is essential to study.
So I often provide them knowledge based motivation.

It is said that teacher should encourage learners to follow the reference

materials, authentic documents. In the same way, learner should be motivated
to develop notes themselves rather than following the teachers prepared
notebook. Teacher can motivate the students by making the context interesting.
For instance, when teacher is teaching a story 'A secret story of two sisters'
he/she can stop where the story is going to twist and then students continue to
read. They think that something is going to happen. So they could not stop
there. And teacher also makes them aware of uses of English as global
language and its importance in the global arena.

Similarly, the teacher also generates the freedom and courageous context.
Until and unless teachers keep students in control environment, autonomy is
not enhanced. So, keeping them free and encouraging them for involvement in
learning, they can develop the further autonomy activities. The encouragement,
clarification of the goals, providing hints, handouts and reading materials are
the learning process that helps learners to develop in SDL. Same as participant
B argued:

Yes I do, while teaching story or essay in EFL class, I provide some of the lines
of the story or essay picking by different paragraph and ask them to identify. It
is no necessary to say read this story but those lines motivate them to read
story where the lines remain also use games.

This is one of the best ways to drive the students in autonomous activity. Such
kinds of activities help learners to be inquisitive and habit of research to find
out. The students read the whole story without feeling of insistence directly.

43
From this kind of activities, students learn different reading skill such as
scanning skill, skimming skill, comprehension skill. Game is also one of the
best ways of teaching vocabulary specifically, students enjoy with the game
and directly and indirectly they learn different skills and knowledge. They are
knowingly or unknowingly participating in different activities and also gaining
different skills. As respondent 'C'said:

I believe in independent learning. Mainly I prefer to involve students in their

own learning as much as I can (e.g., inquiry-based learning, task-based
learning, etc.). My rationale is that students learn best when they have
contributed to their own learning and that my job is to teach them not only
“how to learn” but “how to enjoy their learning.

Respondent D shared: I also talk to students about autonomy and its value in
the global arena. It shows that teacher also motivate the students by telling the
value of autonomy in the global arena. It helps students to e more responsible
towards their learning. They understand the significant of English in the globe
and take responsibility towards their study.

Interactive or Communicative Strategies

Students should be given practice in real-life communication tasks as a way of

fostering LA. If there is one-to-one communication between teachers and
learners then only students can promote their language level in EFL context.
Benson, (2013) argues that intensive focus on communication tasks is highly
important. Faucette (2001) supports this view by summarizing the issue in the
best way:

If one of the goals of language teaching is to produce independent, skilful

L2 strategy users, and if we think it is important for our learners to be

able to participate in real communication outside the classroom, then how

can we ignore communication strategies in our L2 lessons? Perhaps

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 learner autonomy is one of the most significant goals of communication

strategy training. The two approaches go hand in hand and would help

teachers develop independent, strategically competent language learners.

(p. 10)

In the similar vein the participants B said:

I often encourage students to communicate with each others. Sometime I give

the topic and most of the time they choose the topic themselves and discourse
on that. This also develop communicative competency in target language and
also become more autonomous in their learning.

From the above line, the researcher found that teacher can foster LA through
communication. It should bridge the gap between learner linguistic and
pragmatic knowledge in the second language and the specific communication
means needed to cope with unforeseen situations. Communicative activities
also help to enhance the use of target language. Teacher also motivates their
students to participant in different programmes, such as public speech,
presentation, dialogue, debate and so on to promote LA. The teacher can also
foster LA through assigning learners to complete autonomy projects, where it
allows students to engage in situations that require them to use target language
for the purpose of communication (Litle,1995). Teacher organizes different
programmes in the school to encourage the students' participation where they
can share their ideas, views and thoughts freely. The respondent C shared:

We celebrate the students' success story and birthday. And suggest to the
students self-involvement kind of activities and ask them to write and share
whatever you have seen and felt.

From the above mentioned statement, the researcher found that celebration of
students success story in the EFL classes also have great impact in the student
life for making them self-responsible. When they celebrate their success story

45
with their teacher and friends it also encourages them towards their learning. It
creates a kind of proud moment for them and encourages them for days to
come. At the same time, if they are involving in that programme then they can
easily express their ideas thought and wishes more freely and actively.

Use of technology

ICT has great role for making learner autonomous. Using technology in the
classroom helps a great deal. Han (2015) and Kirk and Casenove (2016)
examined learner autonomy using flipped classrooms to develop students’
academic writing. Aflipped classroom is generally described as one in which
the teacher facilitates students’ engagement outside the classroom or at home
using multimodal activities (e.g., video) to guide students’ understanding of the
concepts and knowledge before coming to class to negotiate, question, and
apply what they have learned on their own. Another participantC also supports
this idea and shared:

I use computer, laptop, and email internet inside the classroom and sometime
in the computer lab with students. I also provide some tasks and tell to
students' serf internet in computer or watch video related to the task and
complete the task themselves with the help of ICT tools.

From these lines, the researcher found that this kinds of activities helps to
engage the learner and generate constructive learning outcomes. It is also found
that it is very effective in increasing students' independence in learning. This is
friendlier to the students because it promotes a learner-centered approach and
uses technology inside and outside the classroom. Muchlis (2015) provided a
strategy with which learners and their teachers can embrace technology in the
learning process. Technology is also taken as a supplementary tool for fostering
LA. It is said that the use of technology helps to foster LA in the sense that they
can improve their pronunciation, spelling of words, also plays vocabulary game
and listen digital stories that increases self-confident in using second language.
By using computer students also make different power point presentation,

46
project work, border decoration in the school, and also can take help to design
different art through the internet. Participant D shared:

I also give those assignments that encourage them to reflect on their goals,
needs, progress, weaknesses, values. I assign students tasks that require them
to use internet sources outside the class time also. I try to give my students
frequent opportunities for independent, student-centred learning in class,
usually in small groups or pairs. It helps to evaluate them and they also use
ICT tools while doing their assignment.

But in the context of Nepal, most of the schools do not have such kinds of
facilities yet. However, those schools which have such kinds of equipments can
use to perform those activities in school. It is equally helpful to the teacher as
well as the students in their teaching and learning process.

Using Notebook Strategy

This is also one of the strategies used in EFL classroom to promote LA.
Teachers as well as students have their own notebook during learning. Teacher
provides their notebook so that they can easily understand the lesson. But this
is one of the traditional strategies which have been practicing in EFL class. One
of the respondents C said:

I give note and more scaffolding to the students so that they can easily get the
ideas of the lessons. I summaries all the lessons (story, poem, and essay) and
provide the students and they go through the notebook. Later on I also
decrease scaffolding in advance stage.

From this the researcher found that teachers are still using traditional method to
teach the students. Although this the traditional method, is very helpful for the
learner to grasp the idea themselves by reading that notebook. It has also great
role for promoting LA and self-responsible. It shows that teacher has also a
prime role in fostering LA. Teacher need to give scaffolding in the beginning
and reduce scaffolding in advance stage. When they became self-responsible

47
teacher just give feedback and evaluate their tasks. They can read the story,
essay and present their idea themselves.

[Link] in fostering Learner Autonomy in EFL Context

The researcher asked second question: What are those challenges you faced in
EFL/ESL classes in fostering learning autonomy?

It is not an easy thing to make the students really become the master of
autonomous learning. Especially, LA is applicable in college and university
level students than the school level. Little (2000) pointed out the lack of
research in the area of learner autonomy stating the "very few instructions are
solidly based on research results or the results are inconclusive" (p. 23). As a
result, some teachers may not believe in the concept and therefore may not be
willing to support initiatives to implement autonomous learning practices in
their classrooms. In the context of Nepal, due to the overcrowded numbers of
students in class, lack of ICT based tools, resources and time duration in the
class, it is very challenging job for teacher to promote LA. All the participants
expressed their views about the challenges while fostering learner autonomy.
One of the participantsA shared the challenges faced by him:

Students have very poor socio-economic and linguistic background. So, it is

very difficult to make them self-responsible and teacher need to starts from the
basic level.

Obviously, students are from different socio-economic, socio-cultural and

linguistic background therefore they have their own identity. Some of them are
from public school where English is not practices in well manner. So they feel
difficulty in learning English as a foreign language. And they just get limited
expose in language. In this context, teacher needs to start from the basic level.
Almost students are dependent on the teacher. So until and unless students
become independent they cannot be autonomous learner. Similarly,
respondentB shared:

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Our English course is not matched with the users' age. My students are good in
communication and different skills but course does not have such kinds of
lesson which helps to promote their knowledge. I often follow and practice
IELTS test, TED videos and so on in the class room.

The researcher found that the course we have been practicing does not meet the
need of the learners. English is taken as a medium of instruction from basic
level. But the government course is not updated yet. In the context of Nepal,
same lesson is included in secondary level which is in basic level course. Our
course only focuses on communication but in general which does not fulfil the
demand of 21st century students. It is difficult to manage the lesson items and
making test item reliable. It is because teachers need to follow the additional
courses to teach their students. But participantA argued:

In my class, students number are very high, diversity in class and no

accessibility of required resources makes very difficult to foster autonomy.

In the context of Nepal the great problem is overcrowded number of students.

Because of this situation, it is very difficult to deal individually. If teachers' do
not provide proper guidance to the students, it is very difficult to make
autonomous. In fact, students are from different social, psychological, physical,
cultural and educational background. They have their own emotional attitude.
These elements also create challenges for fostering learner autonomy in the
classroom. There are not any required infrastructures and materials to conduct
learner centred activities in the institution. Lack of availability of authentic
teaching materials to teach and test the language skills in the same way,
respondentA added:

Some students are disturbing nature in the class. Therefore, it is very difficult
to distribute the individual duty in the class. Their age, gender and thinking
attitude create great problem.

49
In any classroom, there is diversity in terms of students' nature and attitude.
Some students are well in manner and some are disturbing in nature that always
disturbs other students. Due to those types of students it is very difficult to
create autonomous environment and provide job distribution in classroom. It
happens because they are just in adolescent period. They are not much
conscious regarding their duty and responsibility. Those types of students also
create gender problem inside the classroom. Similarly, participantB argued:

We don’t have enough ICT tools in our school which helps to the students'
participants in research and self-study. And lack of learners' enthusiasm
towards the learning activities also the great problem.

Although ICT tools have great importance in language teaching and learning,
most of the schools do not have enough ICT tools in the schools. Students are
still not very much familiar with the computer technology. They do not have
any interest to study the course book. And if students do not have positive
attitude towards autonomy they cannot be autonomous. Students should be
active participants and should have consciousness and intrinsically motivated
toward their learning. They have to change their psychology that they always
dependent on their teacher. Same as respondentD added:

Some of the students do not have prescribed textbooks with them.

This statement said that students are completely dependent on their teacher,
notes, and lectures. They think that they are receiver the information rather that
creating new knowledge. Neither they have prescribed book nor do they create
their idea themselves. If they just follow the classroom instruction and
notebook they cannot be autonomous learner.

To sum up, fostering learner autonomy is a tough job of teachers, material

producers and real practitioners. Lack of enough materials, ICT tools, and
teacher and learner enthusiasm towards teaching and learning and well
facilitated infrastructures promoting learner autonomy is not possible. Until and

50
unless teachers are dedicated, students are responsible, institution realized their
duty, and it is very difficult to foster LA in EFl context.

4.3 Results of FGD

Learning is continuous process where teachers and students have significant

role in their teaching and learning in the EFL classroom. Although teacher has
a prime role in promoting learning autonomy, students should initiate their
learning process themselves.

For the data analysis, the researcher looked specifically at the role that the
student plays in relation to autonomous learning. Little (2007) clarifies that
autonomous learning happens when students are asked to investigate or think
individually to process meaning-making. Learners need to be aware of different
learning strategies so that they can become autonomous language learners
(Wenden, 1987, as cited in TunkuMothtar, 1991, p.13). Markers of learner
autonomy include initiation of topic discussion, direct questioning, arguing,
and negotiation in the classroom. During FGD the researcher asked various
questions however to focus on specific area he asked question: What is role of
students in fostering learner autonomy? What kinds of strategies did you follow
to be an autonomous learner?This question explores the different strategies
used by learner in EFL context as an autonomous learner. And second
question:What kinds of challenges did you face as an autonomous learner?was
asked to find out the challenges in EFl context for the autonomous learners.

4.3.1 Learner strategies for fostering Learner Autonomy

The focus group was done to explore the students’ what kind of activities and
strategies they performed to develop their own learning capacities. The
participants involved in the focused group discussion expressed their
expectations on the basis of their level of proficiencies. The researcher found
different activities done by the students in the question what kind of activities
you do in your earning. In each group, seven students were involved and total

51
thirty students expressed their activities differently. The activities working in
group, discussing with teachers and friends, interaction, studying libraries these
all are common activities so more than that peculiar activities are mentioned
here. Group A shared

I read authentic books and foreigners written books. I attend different debate,
speech, quiz and workshop programme held in school which helps me to
generate ideas and explore originality of my potentiality.

Form the above statement it shows that autonomous students mostly read
authentic book which are not only published for pedagogy but for various
purposes. And also they used different books written by foreign writers which
enhance their knowledge in an international level. They are not only reading
local materials but also studying which are published in a global level. They
also participants in different programme organized in different schools and
institutions in the country where they can express their idea share and generate
their idea in different levels. It also helped to be more responsible and
independent learners. Then groupC shared:

I watched IELTS, TOFEl, English movies; listen to English songs broadcast on

the net and TED video in YouTube which helped me to improve all the fore
skills, vocabulary and pronunciation.

It is one of best strategies that used by the autonomous learners. It shows that
students also used Information Communication Technology (ICT) to be self
directed learners. They used different social media for learning and improving
or polishing their language level. They expressed that if they missed any class,
they would watch the video or serf in Google in particular topic and read
themselves. Learner also listened and watched English songs and movies which
are not only sources of entertainment but also equally helps in learning.
Similarly, group B shared:

52
I read not only prescribed books but reference books too. I make own studying
schedule of each days and make notes.

This information showed that autonomous learner not only followed the
prescribed book but also focused on reference book too. It is said that for
autonomous students there is no limited curriculum but open. Learners learned
openly as much as they can because learning is never ending process. They also
followed the qualitative schedule in their learning. It showed that learner
should not make their class room as world but world should be their classroom.
In the similar vein another groupB presented:

I also read English newspaper, novels, stories, also used web sources to
complete my assignments and online English dictionary to know the meaning
and usage of the new words.

From the above statement we can say that learners also use different resources
to develop their fluency and competency in their language. Those resources
used by the learners are very much essential for developing autonomy and
independency over the language. Which are very helpful in the absence of their
teachers. Reading novel books create recreation as well learner acquired
knowledge. They also use dictionary to get the meaning of miscellaneous
vocabularies and their uses in different situation. Participants also use extra
materials to gain in depth knowledge and to update with periodical events and
information. Learner also build more confidence by sharing their ideas, content
knowledge and it also make classroom more interesting, motivating. Likewise,
groupC expressed:

I prefer and active style to learn, for examples when I have a word I try to get
synonym of it and try to get a picture of the same word. I used many strategies
which are so important. It is note taking, finding synonyms and antonyms and
also writing diaries. I also love to write an autobiography.

53
It shows learners are active but teacher are making them weak. It is because
teacher provides limited assignment or tasks. But students want to be free and
open in topic. Learners are self inquisitive and knowledge seeker. They find
different vocabularies and their synonyms and opposite meaning in context.
They also preferred to write diaries and their own autobiography. Which help
them to promote their language level and making them self responsible in EFL
context. Similarly, two of the group member stated:

I love to communicate with teacher and friends. So I often communicate in

English either teacher or students. Most of the time I use English inside the
class room as well as outside the classroom even at home sometime. We were
also involved in group work and pair work to make conversation, dialogue, and
write description of events, places, experiences and found out the structures
from the example.

This statement said that the learner often converse with each other in their
target language to develop their communicative skill not only with the friend
circle but also with their teachers. Dialogue is one of the essential elements in
language class. Language cannot exist in the vacuum. To develop speaking
skill there should be conversation between teacher and students. It also helps to
create bold relationship between teacher and student. They also participate in
different programme, collective works, field description and writing their own
experience. They also reflect their own learning experiences.

Little (2007) clarifies that autonomous learning happens when students are
asked to investigate or think individually to process meaning-making. Some of
the responsibilities of an autonomous learner are as follows:
a. Students should initiate their learning process (e.g., self-reflect, suggest,
modify, and select specific learning tasks).
b. Students should formulate their own learning objectives, and teachers
amend the learning objectives based on students’ understandings and
needs.

54
 c. Students should responsible, flexible, and curious; they see the need to
learn, hold positive attitudes towards learning, and set their own
objectives.
d. Students are questioning, analyzing, exploring, and employing a central
role in facilitating and controlling their own learning.
e. Students should make use of appropriate learning strategies in learning.
f. Students should monitor their progress, reflect on and evaluate their
learning, and rationalize their actions.
g. Students should think critically and engage in critical reflection.
h. Students should participate in authentic learning.
i. Students should observe teachers as coaches and monitors in class.

4.3.2 Challenges faced by Autonomous learners

Learners are in the process of becoming autonomous and are expected to be a

real life learner. It is the responsibility of the teachers to make them
autonomous learner. In order to investigate challenges faced by the
autonomous learner, they were asked different questions in focus group
discussion. Regarding English language leaning in EFL context students have
faced numerous challenges. Discussion with the fist issue, what kind of
challenges did you face as an autonomous learner, although you are self-
responsible, independent learners? Group A shared:

I have faced many challenges e.g. classroom itself is challenging for me

because most of the teacher are still following outdated methods to teach the
21st century's children. This does not help to be an autonomous learner in EFL
context.

This argument shows that teachers are still using traditional methods, i.e.
teacher centered rather than students centered. In this method teacher has
dominant role over the learners. It suggests that teachers should be shifted
from traditional way of teaching and they should be facilitator or just creating
learning situations in the classroom. Their duties are to make students aware

55
about their learning. According to Grow (1991, p.129) “The roles of teachers
should be authority, motivator, facilitator and consultant”. It should play the
role of guide and inspire them towards learning. Likewise, another groupB
argued:

I have faced difficulty in finding and selecting appropriate materials which

resources are beneficial for future study and appropriate in my class.

Most of the students told that there were difficulty in finding and selecting
appropriate materials. And it showed that self-effort might not be enough to be
an autonomous learner. It shows that if the students have lack of content
knowledge they cannot select the appropriate material for study. In this case
teacher should provide them guideline to their learners. Teacher should assist
their learner in proper way. GroupC argued:

In my school there is no ICT lab and updated library and also no audio visual
classroom. Therefore, it is compulsion for us to keep silence in the classroom.
If I have any problem in the content I don't have any other source for remedy.

According to participants, to make the students self responsible or independent

learners’ autonomy, the administration also should responsible making access
of needs and access in ICT tools and lab as well as audiovisual classroom. The
administration should create the good situations and environments for
promoting self-responsible learners. Same as to develop autonomy in learners,
teachers should encourage the learners to utilize the ICT tools and visit library
for further study. Autonomous learners can practice a number of ways to
enhance their learning. Benson (2007, p. 26) encapsulates the different modes,
such as, self-access, Computer Assisted language learning (CALL), out of class
leaning, self-instruction and so on. ICT tool are very much essential for self-
directed learners however one of groups B argued:

I am not allowed to use mobile, computer, TV at home. If we use once at home

my parents go to the school and complain to the teacher and they replied don't

56
let them to use the ICT tools at home it will hamper their study. I want to use it
for learning but teacher and parent do not allow using it.

It shows the lack of consciousness in teacher and parent students are not getting
chance to update with the modern technology. But in reality, it is not harmful if
they are properly guided by the parents and teachers. If the learner does not get
access in ICT tools they cannot learn and it might be the hindrance for the
autonomous learners. Learners should allow utilizing these tools in proper
manner so that they will get required information during their study time. Due
to the advancement in science and technology; it is very helpful for
autonomous learners.

4.4Data of Classroom Observation

To find out the students’ strategies for promoting their autonomy along with
the teacher’s strategies and activities for fostering learner autonomy in
language learning in EFL class, the researcher did diary writing. The researcher
observed four classrooms to record students' and teacher strategies of teaching
and learning and fostering learner autonomy. Classroom observational
guidelines and protocol were used to organize and document the data. In each
class observation, the researcher was seated at the back of the classroom to
have better view of the class interactions. During the classroom observation
the activities and strategies adopted by them (students and teacher) were
analyzed here descriptively.

Each of these English classes was observed for a week and the whole class
session was recorded for transcription and analysis. Researcher filled the check
list during the time. These guidelines of classroom observation were used as a
tool to allow more exploration of the developments of teaching and learning. It
also helps to understand the role of teacher and students to foster the learner
autonomy.

57
When the researcher entered in those classrooms, he found that the classrooms
were neither fully teacher centered nor fully students centered. It was the mixed
approach used in the classroom. At first he collected some general
ethnographic information of the classroom. The researcher mainly focused on
the teacher and students strategies inside the classroom and found that teacher
as well as students using different activities and strategies in same topic for the
same level of students. But in most of the classes teacher starts their class with
some motivation. At first, they motivate the students to their course and they
create some interest in the lesson. They also dictate some inspirational story of
the successful personalities in the world. So it makes them eager to learn and
self-learner. It is also found that most of the teachers collaborate with students,
monitor their activity, and provide feedback. Language cannot learn in vacuum.
If there is no communication among students and teacher it is very difficult to
learn the communicative skills. It shows that teacher also give much time in
communication and also focused on Student Talk Time (STT) rather than
Teacher Talk Time (TTT). Inside the classroom, teacher was just given them
guide and students communicate with each other and perform their duty
themselves. Teacher was just monitoring their activities.

Teacher also distributed the individual work, pair work, group work in the
classroom and they are equally participating in their activity. This is one of the
best strategies in large classroom where there is difficult to handle all the
students individually. Teacher also gave them some time to reflect their
learning. Students also got to express their lived experiences in group of
students and teacher. When they reflect their learning experience, lived
experiences it was so emotional and heart touching and they could not stop
easily. Teacher also organized different programme inside the classroom and
distributed different tasks to the students and they performed in the mass. They
also got chance to play different language game which is very helpful in
developing vocabulary knowledge. At the last of the class, teacher also
provided home assignment to the students. Students did the work at home and

58
present their home assignment in the class like project work in group. It helped
to work in group and improve the presentation skills.

The data shows that most of the teacher uses motivational strategy. Teacher
raises the consciousness toward learning. But is is also found that they did not
use any tools to raise students motivation. However, they encourage their
students, work together together with students. They also monitor the students'
tasks but they did not suggest to use authentic and reference book. Teacher
used to provide home assignment and they present in the class in different
groups and give constructive feedback. But is showed that neither teacher use
ICT tools nor students in the class. It shows that students are not well aware
with the ICT. And teacher also did not focus on the reflecting writing.

59
 CHAPTER – FIVE
FINDINGS, CONCLUSION AND RECOMMENDATION

5.1. Findings

This thesis entitled “Fostering Learner Autonomy: Strategies and challenges in

EFL class” was carried out to explore the strategies used by teachers, students
and challenges faced by them in teaching and learning for fostering learner
autonomy. The main aim of this study was to find out the strategies and
challenges for fostering LA.

5.1.1 Teacher strategies for fostering learner autonomy

i. It was found that the teacher used self-directed strategies to make
learner autonomous.
ii. He found that the teacher use authentic and lived experience to the
students and helps to share the students' experiences.
iii. The researcher found that students are motivated toward learning
English language. They are encouraged to be independent to their
works.
iv. It was found that teacher motivate students to interact with each other in
subject matter. They also provide their students platform for discourse.
v. Teachers used different ICT tools in the EFL classroom to make ease
their lesson so that students engaged in their learning.
vi. He also found that teachers provide notebook to their students to study
different lessons. This strategy is very helpful for the students to grasp
the gist of the lessons.

5.1.2 Challenges faced by teachers during fostering LA

i. It was found that students' socio-cultural background, educational and
linguistic background has great impact in fostering LA.

60
 ii. He found that teacher face difficulty in implementing course in the
class because it does not meet the present need of learners. This course
is only focused on general communication skill not others where
students can express freely.
iii. It was found that there is large number of students inside the class but
time duration is very short. With in limited time it is not possible to
monitor all the students at the same time.
iv. It is found that ICT based tools are not sufficient and there is not
appropriate infrastructure for using it.
v. He found that students' low level of proficiency prevented them from
implementing strategies in their teaching. In addition motivation was
also a concern. Students were not motivated for long-term goal.
vi. It was found that relevant resources for both teachers and students were
not sufficient and contents of learning was limited to the prescribed
syllabus.
vii. It was found that classroom diversity in terms of their attitude, skills,
their thinking, students and parents' ambitions are some of the factors
which have direct effect in teaching and learning.

5.1.3 Students strategies for fostering LA

i. It is found that the students listened different English programme and
watch different videos related to English language to improve their
language level.
ii. He found that the students took part in different discourse, debate and
speech competition to enhance their English language.
iii. It was found that the students used different ICT tools to study and
complete their assignments, project works and also read different
stories, news in computer.
iv. He found that the students read their text like, stories, dramas, poem,
and essays to foster their reading skill and summaries them in their
own words after the classroom.

61
 v. It was found that students write diary and an autobiography of
themselves.
vi. He found that students follow authentic books as well as reference
books.
vii. Students use English with their fiends as well as with their teacher
inside and out the classroom.
viii. It was found that the students play different language games to
improve their vocabulary, pronunciation and so on.
ix. He found that the students write event description and write their
experiences. It was also found that they have made their schedule for
different books and newspaper articles, stories and so on.

5.1.4 Challenges faced by autonomous learners

i. It was found that the students faced difficulty in finding and selecting
appropriate materials. And it showed that self-effort might not be
enough to be an autonomous learner.
ii. He found that there was lack of ICT tools in school where students are
unable to get enough resources.
iii. It was found that students are not allowed to use mobile, computer and
TV in school and at home so it is difficult to use these tools to search out
the materials.
iv. He found that it is difficult for school children to visit self-access,
computer Assisted language learning due to their parents. It is because
parents do not allow using these materials.
v. It is found that the resource and course book is not very relevance to the
present demand of the students.
vi. He found that it is compulsion to use prescribed curriculum and
materials.
vii. It is found that the parents have high expectation towards their result. It
makes them result and marks oriented rather than knowledge oriented.

62
5.2 Conclusions

Fostering autonomy does not imply any particular approach strategies to

practice. In principle, any practice that encourages and enables learners to take
greater control of any aspect of their learning can be considered as a means of
promoting autonomy. This thesis entitled "Fostering Learner Autonomy:
Strategies and Challenges in EFL/ESL classroom" was carried out to explore
the teachers and students strategies for fostering LA and challenges faced by
them during fostering learner autonomy. The main aim of this study was to find
out the teachers' strategies for promoting autonomy in their language teaching
and learning. In LA, learners are involved in decision-making as well as they
are motivated to take charge of their own learning by assigning different tasks
according to their pace and interests. It helps students to use their own
strategies and style to learn English language. EFL teacher and learner believed
that promoting learner autonomy could productively increase students'
language learning. The research also found all EFL learners were willing and
capable of taking responsibility for their leaning when encouraged by their
teachers to do so.

After interpretation and analysis of the data, it was found that teacher and
student use different strategies and activities for promoting LA. They follow
different ICT tools, library, reading newspaper, participating different
programmes and so on. . Teacher role also play significant role in learner
autonomy. They have used different strategies to overcome from the different
challenges. This research finds different strategies used by teacher and learner
for fostering learning autonomy.

5.3 Recommendations

On the basis of aforementioned summary of the findings, some of the

recommendations have been develop to be used in fostering learners’
autonomy. The recommendation has been enlisted in the following three
levels:
63
5.3.1 Policy Level

In policy level, this research study can be implied for the following purposes:
 Curriculum designers should make strategies and construct new
activities to teach language for promoting autonomy in language
learning.
 Course designers should create relevant and practical course contents.
 School should make effective strategies and plans to teach and learn
language in language classroom.
 Teacher educator should generate new techniques and strategies
according to students’ needs and interest in the field of second language
learning.

5.3.2 Practice Level

This is the practical level of recommendation. It should be implemented in

the classroom. The following recommendations have made:
 Teacher should provide ample opportunities to take part in different
training packages to develop learner autonomy.
 Policy and plan related to the ICT should practice in ground level.
 Teacher should practice democratic approach in language teaching.
 Teacher should provide different learner centered activities to
increase the students' involvement.

5.3.3 Further Research Level

 This research is limited only strategies used by four teachers and five
focus group discussion, so further research can be the huge numbers
of participants in qualitative research.

64
 This research is based on secondary level teachers and students
experience, so further research can be higher levels as well as
secondary levels.
 To carry out a similar type of research in language learning and
autonomy.
 To find out the various ruts of language learning to be autonomous in
second or foreign language.

65
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 Appendix A
Interview with teachers

1. How do you foster learner autonomy?

2. What is the role of teacher in fostering learning autonomy?
3. What’s the role of teachers inside and outside the classroom when the
idea of learner autonomy is introduced?
4. What do you think a teacher’s role in such learning should be?
5. Do you think autonomy is essential in EFL class room?
6. How do you make your students more autonomous?
7. What kinds of strategies do you follow to make learners more
autonomous?
8. Did you face any challenges?
9. What are those challenges you faced in EFL,ESL classes?
10. What are the skills/strategies/procedures for how to help students
become autonomous?
11. How do you promote LA
12. How can learner autonomy be linked to creativity?

13. What would you like to suggest those learners of English who much
depend upon the teachers and the classroom lectures or notes? And what
about the autonomous learners?

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 Appendix B

FGD with students

S. N. FGD Questionnaires to the students
1 Does your teacher motivate you?
2 Do you correct your mistake yourself?
3 Do your teachers provide material or you collect yourself for detail
study?
4 Do you prefer note or course book?
5 Do you prefer learning by sharing with your friends?
6 Do you listen and watch English news and movies?
7 Do you read extra materials like news paper, magazines, and story
books?
8 Do you use English dictionary?
9 Do you use internet in language learning?
10 What kinds of challenges did you face as an autonomous learner?
11 What kinds of strategies did you follow to be an autonomous learner?

73
 Appendix C
Class Observation Checklist

Name of the teacher:

Grade: Name of the school:
S. N. Questionnaires Yes No Remarks
1 Did the teacher motivate students?
2 Did the teacher give chance to reflect their
learning experience?
3 Did the teacher use tools to raise students'
motivation?
4 Did the teacher collaborate with students?
5 Were the students participating in classroom
activity?
6 Did teacher monitor students' activity?
7 Did the teacher maximize STT?
8 Did the teacher assign group and pair wok?
9 Did the teacher give feedback?
10 Did the teacher suggest using reference
book?
11 Did the teacher check homework
12 Did the teacher make fun in the class
13 Did the teacher use ICT tools?
14 Did the teacher organize any programme
inside the classroom?

74