Autonomous Learning: EFL Freshmen’s Views and Practices

In the era of the Industrial Revolution 4.0, improving skills and mindset for lifelong learning has become a prerequisite. As one of the key factors contributing to successful lifelong learning, learner autonomy is pivotal since it is considered to trigger learning effectiveness and develop not only learners’ critical thinking but also their responsibility in learning. Autonomous learning is even more essential to English language learners in tertiary credit-based education institutions where they are required to take charge of their learning process to meet the social needs under contemporary unprecedented circumstances. However, the first-year students who are still not yet familiar with the new learning environment may underestimate autonomous learning or do not autonomously learn English in an active and proper manner. Thus, this research project was conducted with 109 freshmen to investigate their attitudes towards English autonomous learning and their readiness for this learning approach. The underlying assumption of the research is that learners’ attitude towards and willingness for autonomous learning affects the success and the autonomy level that they can achieve when learning. In addition, this study also explores the strategies that the participants employed as well as the possible difficulties in their English autonomous learning process. The result of this study is expected to report on the significant findings that are helpful to stakeholders and subsequently propose some possible solutions to enhance learners’ autonomous English learning efficiency. Key words: autonomous learning, EFL freshmen, autonomous learning strategies and difficulties, tertiary education