Tesis

Exploring efl undergraduate students’ perceptions of autonomous learning to enhance speaking skills in an efl context / Magfirah Nurdin

Abstrak
Key words Autonomous learning speaking skills EFL context perception strategies. In the context of English as a Foreign Language (EFL) developing speaking skills is essential for students academic achievement and career development in a globalized environment. However many EFL learners encounter obstacles like anxiety lack of motivation and limited practice opportunities which impede their progress in speaking. Autonomous learning has become a student-centered approach to address these issues by empowering learners to assume responsibility for their language growth. This method encourages students to set goals select strategies and assess their progress. Although prior research has examined learner autonomy broadly there is a lack of understanding about how undergraduate EFL students specifically perceive and utilize autonomous learning to enhance their speaking skills. The significance of this study lies in addressing the persistent challenge of skills for learners of EFL especially in contexts with limited authentic exposure. This research contributes to the theoretical discussion on learner autonomy and provides practical insights for educators to design more effective speaking instruction. This study aims to explore students perceptions and the strategies they employ to enhance their speaking in an EFL context. The research is guided by two main research questions 1) What are EFL undergraduate students rsquo perceptions of autonomous learning to enhance their speaking skills and 2) What autonomous learning strategies do EFL undergraduate students employ to enhance their speaking skills To address the research questions a sequential explanatory mixed-methods design was used involving quantitative data collection via a questionnaire and subsequent qualitative data through interviews. The participants included 90 undergraduate EFL students from various higher education institutions in Malang City Indonesia. The quantitative phase involved an online questionnaire with a 4-point Likert scale adapted from Joshi (2011) comprising 35 items related to seven components of autonomy. For the qualitative phase semi-structured interviews were conducted with selected students to gain deeper insights selected through purposive sampling based on their questionnaire responses to ensure variation in levels of autonomy. Data analysis involved descriptive statistics for the quantitative results and thematic analysis (Braun and Clarke 2006) for the qualitative findings.The findings indicate that undergraduate students generally view autonomous learning positively considering it essential for enhancing their English-speaking skills. Most students show a strong sense of responsibility motivation and confidence in their ability to improve even when they make mistakes. The study also reveals that students actively employ various autonomous strategies especially using technology such as YouTube podcasts and AI tools to practice and develop their speaking skills. The qualitative findings support that students utilize metacognitive strategies such as goal-setting time management and self-assessment to manage their learning. Nevertheless some students still require support and guidance to fully adopt these strategies suggesting that autonomy depends on effective teacher scaffolding and institutional support. This study has limitations including a small sample from a single city and reliance on self-reported data which may introduce bias. Future research should involve a larger more diverse group of participants incorporate teachers perspectives and adopt objective performance assessments to evaluate the long-term effects of autonomous learning on speaking proficiency.

Informasi Detail

DDC

Rt 428.3 NUR e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xvii, 170 lembar : ilus. ; 30 cm.

Bahasa

Indonesia

No Reg

00814/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - BERBICARA
2. ENGLISH - SPEAKING

Pembimbing

1. Dr. Mirjam Anugerahwati, M.a.; 2. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas