Abstract:
Learner autonomy has become the area of interest by many researchers of foreign language learning in the recent years. However, few studies have been done concerning the case of Kurdish learners` autonomy in learning languages. For this reason, the current study addresses this gap. It intends to investigate to what extent Kurdish learners are autonomous in learning English language. The study is significant in that it gives a broader understanding of the concept of autonomy to Kurdish learners and their language teachers to maintain how important autonomy is in promoting effective English language learning. The research adapts qualitative method in order to examine the views of Kurdish students who are currently studying at Salahaddin University in Kurdistan and their major field is English language learning. It involves six participants from various stages of undergraduate level to have the opportunity to examine autonomy according to different levels of learners` ability of using English language. The results of the study highlight that fortunately the participants showed a great degree of control over their learning. It was indicated that they were able to self asses their learning and design their own learning plans. Exploring their language learning autonomy experiences provide Kurdish learners and academics with a better understanding of how to challenge traditional methods of learning and what strategies to adopt to make learners more independent in the learning process.
Machine summary:
The study is significant in that it gives a broader understanding of the concept of autonomy to Kurdish learners and their language teachers to maintain how important autonomy is in promoting effective English language learning.
The research adapts qualitative method in order to examine the views of Kurdish students who are currently studying at Salahaddin University in Kurdistan and their major field is English language learning.
Consequently, learner autonomy or independent learning as identified by Candy (1991), as a current emerging theme has become the area of interest by many researchers of foreign language learning in the recent years (see, for example; Holec, 1981; Little, 1991; Cotterall, 1995; Benson, 2001; Little, Ridley, and Ushioda, 2003; and Benson, 2009).
In addition, autonomy emerged as a practical solution to overcome the obstacles that come to the way of foreign language researchers and teachers in ways it claims that responsibility for learning should be controlled by learners (see Borg and Al-Busaidi, 2012).
Nevertheless; there were substantial discussions concerning the definition of autonomy, or perhaps more precisely, the meanings that have associated to and also how might possibly boost learners` awareness that success in learning foreign language depends mainly on learners` having a ‘responsible attitude’( Scharle and Szabo, 2000: 4).
Based on that, this study considers heated discussions of some researchers with regard to defining the concept and how important is it in forming the characteristics of efficient language learner in the following phases: Definition of Autonomy Autonomy is not specified to language teaching and learning.