Learner Autonomy in language learning: Students’Beliefs and Attitudes

Abstract

The purpose of this paper is to investigate students’ beliefs and attitudes about Learner Autonomy. This study was conducted in three secondary schools in Gjilan. The participants of this study were 300 students who participated by completing the questionnaire which consisted of 15 questions, where they identified their beliefs and attitudes towards learner autonomy. The study findings indicate that learner autonomy is a new concept in Gjilan, however, students feel positive about the implementation of learner autonomy in language learning. The majority of the participants indicate that learner autonomy promotes willingness, voluntariness, motivation and challenge in English language learning. It is also concluded that learner autonomy promotes life-long learning. By being autonomous participants agreed that it allows them to make choices about how they learn. However, according to the participants learner autonomy does not mean learning alone, but they believe that teachers should be more responsible and encourage learners to work more autonomously. Therefore, the findings show that learners need to be motivated by teachers and guided on how to plan their own learning by giving them better chances for creating their own work.