Exploring Senior High School Students’ Perception of Learner Autonomy in English Language Learning

Abstract

Learner autonomy has become a key component of learner-centered English language education, emphasizing students’ responsibility for planning, monitoring, and evaluating their learning. However, empirical studies examining learner autonomy among senior high school students in the Indonesian EFL context remain limited.  This study aims to investigate senior high school students’ perceptions of learner autonomy in English language learning. Using a quantitative research design, this study involved 55 senior high school students as participants, collected data through a questionnaire-based survey, and analyzed the data using descriptive statistical techniques. Using a cross-sectional survey design, this study involved 55 senior high school students from Public Islamic Senior High Schools in Bima Town, West Nusa Tenggara as participants. The data was collected through a questionnaire-based survey. The instrument is adapted from the learner autonomy perception questionnaire by Nguyen & Habok (2021) with five dimensions: (1) Belief about teachers’ role, (2) Motivation and desire, (3) Metacognitive knowledge in ELT, (4) Metacognitive skills in EL, and (5) Freedom, using 5 Likert scale. Further, the data were analyzed using descriptive statistical techniques. The findings revealed that students demonstrated generally positive perceptions of learner autonomy, by showing strong motivation and desire, well-developed planning, monitoring, and evaluating skills, and having many opportunities to learn. In conclusion, senior high school students in the Indonesian EFL context hold generally positive perceptions of learner autonomy, particularly in terms of motivation, metacognitive skills, and learning opportunities, within classroom learning environments.