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Understanding Students’ Resistance to Autonomous Learning in an L2 English Language Course at a University in Lebanon

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  • M. Khairallah
  • Nicolas, M. O.

Abstract

This qualitative research investigates students’ resistance to autonomous learning activities in an English language course at a university in Lebanon. Data was gathered across four sections of English 101 based on observations of 68 students, focus group discussions and two teachers’ reflective diaries. Thematic analysis yielded that students showed signs of resistance during collaborative learning, metacognitive activities, and the evaluation process. The students were also unwilling to independently use available language learning resources. The data suggested that the possible causes of resistance lay in the mismatches between students’ expectations and the course design, the learning cultures that the students bring to the classroom, and students’ perceptions of the place English holds both at the university and in their lives. This study reveals that expressions of resistance during classroom interactions resonate with the complex and layered nature of English language learning.

Suggested Citation

  • M. Khairallah & Nicolas, M. O., 2021. "Understanding Students’ Resistance to Autonomous Learning in an L2 English Language Course at a University in Lebanon," European Journal of Education Articles, Revistia Research and Publishing, vol. 3, January -.
    • Handle: RePEc:eur:ejedjr:54
    DOI: 10.26417/847rpt51n
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    References listed on IDEAS

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    1. Ivana Maric, 2013. "Stakeholder Analisys of Higher Education Institutions," Interdisciplinary Description of Complex Systems - scientific journal, Croatian Interdisciplinary Society Provider Homepage: http://indecs.eu, vol. 11(2), pages 217-226.
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    Cited by:

    1. Chen, Suwen & Harrison, Richard, 2020. "Beyond profit vs. purpose: Transactional-relational practices in impact investing," Journal of Business Venturing Insights, Elsevier, vol. 14(C).

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