Exploring the Relationship Between Year of Studies and Student Autonomy at Institut Pendidikan Guru Malaysia Kampus Keningau
Abstract
This study explores the relationship between the academic year and student autonomy at Institut Pendidikan Guru Malaysia Kampus Keningau. The main goals are: 1) to measure student autonomy in different academic years and programs, and 2) to discover if the year of study affects how autonomous students feel. We used a questionnaire called the Autonomous Learning Scale to gather information from students across four academic years and analyzed the data with statistical methods to compare and find connections. The findings show that students in the early years of their studies feel more autonomous, which means they feel more in control of their learning. However, this feeling of autonomy decreases as the students progress through the higher academic years. Based on these findings, it is recommended that educational strategies be revised to enhance support for autonomy across all academic years. Enhancing these strategies could enhance students' independent learning capabilities, thereby enriching their overall educational experience and preparing them more effectively for professional challenges.
References
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Martin, A. J., & Evans, P. (2018). Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning. Teaching and Teacher Education, 73, 203-214. https://doi.org/10.1016/j.tate.2018.03.018
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Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192-203). Longman.
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Palfreyman, D., & Smith, R. C. (2003). Learner autonomy across cultures: Language education perspectives (1st ed., pp. 1-299). Palgrave Macmillan. https://doi.org/10.1007/978-0-230-504
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Şakrak-Ekin, G., & Balçıkanlı, C. (2019). Does autonomy really matter in language learning? Journal of Language and Education, 5(4), 98-111. https://doi.org/10.17323/jle.2019.8762
Scott, G. W., Furnell, J., Murphy, C. M., & Goulder, R. (2015). Teacher and student perceptions of the development of learner autonomy; a case study in the biological sciences. Studies in Higher Education, 40(6), 945–956.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55.
Thomas, L., Hockings, C., Ottaway, J., & Jones, R. (2015). Independent learning: students’ perspectives and experiences. Higher Education Academy.
Tran, T. B., & Vuong, T. K. (2022). Factors affecting learner autonomy in tertiary level English learning: A study at Van Lang University. International Journal of TESOL & Education, 3(1). https://doi.org/10.54855/ijte.23311
Wenden, A. L. (1998). Learner strategies for learner autonomy. Prentice Hall Europe
Dang, T. T. (2012). Learner autonomy: A synthesis of theory and practice. The Internet Journal of Language, Culture and Society, (35), 52-64.
Macaskill, A., & Denovan, A. (2011). Developing autonomous learning in first year university students using perspectives from positive psychology. Studies in Higher Education, 38(1), 124–142. https://doi.org/10.1080/03075079.2011.566325
Guiffrida, D. A., Lynch, M. F., Wall, A. F., & Abel, D. S. (2013). Do reasons for attending college affect academic outcomes? A test of a motivational model from a self-determination theory perspective. Journal of College Student Development, 54(2), 121-139.
Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at university. Higher Education, 75, 507–516. https://doi.org/10.1007/s10734-017-0152-y
Holec, H. (1981). Autonomy in foreign language learning. Pergamon Press.
Jackson, S. A. (2012). Flow. In R. Ryan (Ed.), The oxford handbook of human motivation (p. 127). OUP USA.
Lindström, E. R., & Roberts, G. J. (2023). Preparing teachers to facilitate engagement in reading intervention through embedded behavioral supports. Intervention in School and Clinic, 59(1), 29-39.
Lau, K. (2017). The most important thing is to learn the way to learn: Evaluating the effectiveness of independent learning by perceptual changes. Assessment & Evaluation in Higher Education, 42(3), 415-430.
Little, D. (2000). We're all in it together: Exploring the interdependence of teacher and learner autonomy. In L. Karlsson, F. Kjisik, & J. Nordlund (Eds.), All together now: Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning (pp. 45-56). University of Helsinki Language Centre.
Littlewood, W. (1996). ‘Autonomy’: An anatomy and a framework. System, 24(4), 427-435.
Lowe, H., & Cook, A. (2003). Mind the gap: Are students prepared for higher education? Journal of Further and Higher Education, 27(1), 53-76. https://doi.org/10.1080/03098770305629
Macaro, E. (1997). Target language, collaborative learning and autonomy. Multilingual Matters.
Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education, 35(3), 351-359.
Martin, A. J., & Evans, P. (2018). Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning. Teaching and Teacher Education, 73, 203-214. https://doi.org/10.1016/j.tate.2018.03.018
Moir, J. (2010). First and foremost: Learner autonomy in the first year. University of Abertay Dundee.
Morris, T. H. (2019). Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning, 30(2), 56–66. https://doi.org/10.1177/1045159518814486
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192-203). Longman.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Newbury House Publishers.
Palfreyman, D., & Smith, R. C. (2003). Learner autonomy across cultures: Language education perspectives (1st ed., pp. 1-299). Palgrave Macmillan. https://doi.org/10.1007/978-0-230-504
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Şakrak-Ekin, G., & Balçıkanlı, C. (2019). Does autonomy really matter in language learning? Journal of Language and Education, 5(4), 98-111. https://doi.org/10.17323/jle.2019.8762
Scott, G. W., Furnell, J., Murphy, C. M., & Goulder, R. (2015). Teacher and student perceptions of the development of learner autonomy; a case study in the biological sciences. Studies in Higher Education, 40(6), 945–956.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296.
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55.
Thomas, L., Hockings, C., Ottaway, J., & Jones, R. (2015). Independent learning: students’ perspectives and experiences. Higher Education Academy.
Tran, T. B., & Vuong, T. K. (2022). Factors affecting learner autonomy in tertiary level English learning: A study at Van Lang University. International Journal of TESOL & Education, 3(1). https://doi.org/10.54855/ijte.23311
Wenden, A. L. (1998). Learner strategies for learner autonomy. Prentice Hall Europe
Published
2024-12-01
How to Cite
ABBAS, Muhammad Naufal et al.
Exploring the Relationship Between Year of Studies and Student Autonomy at Institut Pendidikan Guru Malaysia Kampus Keningau.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 4, p. 141-151, dec. 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/28435>. Date accessed: 16 may 2025.
Section
English Section
