Chakim, Nur (2023) Learner autonomy in the virtual project-based efl classroom in higher education context: voices from indonesian efl students and lecturers / Nur Chakim. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This study aimed to explore students autonomy levels identify challenges they face in becoming autonomous learners examine lecturers beliefs about fostering learner autonomy and investigate lecturers practices in promoting autonomy in a virtual project-based EFL classroom. It also sought to determine whether students autonomy levels were affected by lecturers beliefs and practices. The findings are expected to shed light on the importance of student freedom and autonomy in developing English materials through online project-based learning. The research involved eighty university students and three English lecturers from a public university in Surabaya East Java. Employing a mixed-method sequential explanatory design with survey and interview phases the study used closed-ended questionnaires to gather quantitative data on students autonomy levels focus group interviews to gather qualitative data on student challenges and structured interviews with students and lecturers to collect qualitative data on autonomy levels lecturers beliefs and practices. Quantitative data were analyzed using simple statistical procedures while qualitative data underwent thematic analysis. The study revealed four key findings. Firstly students demonstrated high autonomy levels across technical psychological political and socio-cultural dimensions though aspects such as time and theme negotiations were moderately rated. Secondly students faced challenges including compulsory instruction low motivation poor time management and dependence on lecturers with low motivation being the most significant barrier. Thirdly while lecturers expressed positive beliefs about learner autonomy they were less confident about students readiness for autonomy in virtual project-based classrooms and they were hesitant to grant complete autonomy despite recognizing it as an ideal goal. Finally lecturers displayed similar practices in promoting learner autonomy during the teaching of Developing EFL Materials (DEM) particularly in aspects like setting goals and selecting resources but they hesitated to grant autonomy in explaining concepts and conducting assessments. In conclusion while students generally showed high autonomy levels the influence of lecturers beliefs and practices on autonomy was limited. Factors contributing to students autonomy included project-based instruction characteristics the online learning environment s flexibility and lecturers willingness to grant students more freedom albeit not complete autonomy.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) > LMO Model Pembelajaran P Language and Literature > PE English |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S3 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 06 May 2023 04:29 |
| Last Modified: | 11 Sep 2025 06:53 |
| URI: | http://repository.um.ac.id/id/eprint/349342 |
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