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Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation

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  • Emily Abd Rahman

    (Language Center, Universiti Pertahanan Nasional Malaysia (UPNM), Kuala Lumpur 57000, Malaysia
    Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Malaysia)

  • Melor Md Yunus

    (Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Malaysia)

  • Harwati Hashim

    (Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Malaysia)

  • Nur Khadirah Ab. Rahman

    (Language Center, Universiti Pertahanan Nasional Malaysia (UPNM), Kuala Lumpur 57000, Malaysia
    Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43600, Malaysia)

Abstract

The success of nurturing learner autonomy lies in the collaboration between two parties—teachers and students. A mismatch of perception and expectation of the desirable level of learner autonomy that should be given in class may lead to failure in developing learner autonomy. Hence, this paper aims to investigate if there are differences between the teachers’ and students’ perceptions of learner autonomy that is currently being practiced in ESL classrooms at a defence university in Malaysia to understand the existing level of learner autonomy in this context, as well as investigate the level of learner autonomy they expect to have in the future. A quantitative research design with descriptive approach was employed using a questionnaire to collect data from 132 students and 10 English teachers. The instrument was based on the twelve categories about learner autonomy through classroom experience and data collected were analysed using SPSS. Results show that the teachers and students are involved collaboratively in carrying learner autonomy. However, all of the significant differences pointed out a higher degree of support for learner autonomy of the students and a lower degree of support for learner autonomy of the teachers. The success of promoting learner autonomy is influenced by the teachers’ beliefs, motivation and encouragement, and also students’ capacity to be autonomous, namely ability, willingness and opportunity.

Suggested Citation

  • Emily Abd Rahman & Melor Md Yunus & Harwati Hashim & Nur Khadirah Ab. Rahman, 2022. "Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation," Sustainability, MDPI, vol. 14(10), pages 1-13, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:6086-:d:817474
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    References listed on IDEAS

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    1. May Portuguez Castro & Marcela Georgina Gómez Zermeño, 2020. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education," Sustainability, MDPI, vol. 12(10), pages 1-15, May.
    2. María Soledad Ramírez-Montoya & María Isabel Loaiza-Aguirre & Alexandra Zúñiga-Ojeda & May Portuguez-Castro, 2021. "Characterization of the Teaching Profile within the Framework of Education 4.0," Future Internet, MDPI, vol. 13(4), pages 1-17, April.
    3. Melor Md Yunus & Wee Shin Ang & Harwati Hashim, 2021. "Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(6), pages 1-14, March.
    4. Siti Fatimah Abd Rahman & Melor Md Yunus & Harwati Hashim, 2021. "Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning," Sustainability, MDPI, vol. 13(15), pages 1-13, July.
    5. Thomas Mason Lim & Melor Md Yunus, 2021. "Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review," Sustainability, MDPI, vol. 13(11), pages 1-15, June.
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