THE AUTONOMY OF SAUDI STUDENTS STUDYING ENGLISH AS A FOREIGN LANGUAGE USING TECHNOLOGY

Abstract

The aim of this study was to conduct an investigation into the effects of technology use on learner autonomy. The study was performed using a mixed methods approach, consisting of quantitative and qualitative methods. The participants were 62 Saudi university students, who were all studying English as a foreign language (EFL). Previously, extensive research has investigated the various ways to foster learner autonomy in language learning and teaching. As it can be difficult to encourage learners to have independence, motivation, and commitment, particularly in teacher-centred education contexts, this study explores how to encourage learner autonomy to support language learning. Data was collected using questionnaires, which were administered using WhatsApp group-chats, and 4 participants took part in semi-structured interviews. Analysis of the quantitative data was performed using the statistical software SPSS and the qualitative data was analysed using content analysis. The findings revealed that there is no overall association between technology use and learner autonomy. English learners used technological entertainment apps to learn such as YouTube, as well as educational apps such as Duolingo for learning English. It was revealed that they used technology primarily to improve their listening. It was also found that the respondents valued technology as a learning aid, particularly for autonomous language learning. However, the findings highlighted that there was lack of awareness about technology use and learner autonomy amongst the learners, and they emphasised that the role of the teacher is important to encourage the use of technology for autonomous language learning.