Autonomy is, in the field of foreign language learning, a frequently applied concept that provides higher level learning inside and outside of the classroom. In this master thesis we are researching learner autonomy in learning English as a foreign language in grade 6. Theoretical part thoroughly defines autonomy in education, provides reasons for the necessity of autonomy in education and its effects. Additionally, we described most commonly used synonyms in relation to the aforementioned topic. The learners in grade 6 were the main focus of the reserch. We outlined the span of the autonomy, the main characteristics of autonomous learners, the effect of educational environment on learners, the content of autonomy and the main components of autonomy. In our quantitative research we gathered data from 358 grade 6 students, from 6 different primary schools in Upper Carniola and Central Slovenia region, using descriptive research. We concentrated on student's self-reliance and their view upon responsibility in English classroom, in order to determine autonomy level of learners, their strong fields and points of further improvement. Research shows that the vast majority of the students are at an awareness level of autonomy, still learning about different aspects in English as their foreign language. Furthermore, their environment is still controlled,structured and they rely on guidance. Students are aware of certain learning strategies, however, they do not devote much time for planning their learning. Students reached the highest degree of self-reliance in active cooperation in classroom. In cases where significant differences among the girls and boys were identified, girls showed higher degree of self-reliance. Students consider themselves the most responsible for arranging their time for learning English, while their belief is that teachers are responsible for the content, choice of activities and assessment in English classroom.
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