Promoting Learner Autonomy: Student Perceptions of Responsibilities in English Language Classrooms of Myanmar

Abstract

The main objectives of the research were 1) to explore what students in
Myanmar, think about learner autonomy regarding their responsibility in
learning English and 2) to investigate how students would like to be
involved in classroom activities in the past and future. The samples of this
research were 361 EFL students, consisting of 218 undergraduate students
and 143 postgraduate students, selected by using stratified random
sampling. The instrument used to collect the data was a questionnaire with
5-level rating scale, including Recognition of Responsibility for Learning
(RRL), Past Learning outside Classroom (PLC), and Future Learning out
Classroom (FLC). The study was carried out during the academic year 2018-
2019 to investigate university students’ perceptions of learner autonomy in
English learning in Myanmar. The data were analyzed to discover what
students in Myanmar think about learner autonomy regarding their
responsibility in learning English and to discover how students would like

to be involved in class management. The findings were found that the
participants understood the purpose of their learning program, explicitly
accepted responsibility for their learning, take initiatives in planning and
executing learning activities, and regularly reviewed their learning and
evaluate its effectiveness.