Enhancing Learners Autonomy: Effects of an English Camp Program
DOI:
https://doi.org/10.31958/jt.v27i2.11985Keywords:
Autonomy, English Camp, Immersion Program, Quantitative Research DesignAbstract
Immersing learners in English can be a strategy to improve their autonomy in in English as a foreign language (EFL) learning. The objective of the present study is to analyze the improvement in factors related to learnersÔÇÖ autonomy after the English camp, one of types of language immersion programs. This study used a convenience sampling method. The participants consisted of thirty high school students. Therefore, the present study employed a quantitative research design by distributing a set of questionnaires before and after an-eight-day English camp program. The results suggest that the most salient factor that improves after the treatment is ÔÇÿimportant strategiesÔÇÖ┬á (m=3.6 to m=3.75) while factors related ÔÇÿthe learnersÔÇÖ sense of self-efficacyÔÇÖ (m=3.75 to m=3.91) and ÔÇÿthe role of teacherÔÇÖ (m=3.47 to m=3.5) do not suggest a drastic increase. In contrast, the items related to ÔÇÿthe role of the feedbackÔÇÖ (m=3.77 to m=3.58) show a decline. In this sense, the participants seem able to employ various important strategies to advance their language learning progress and improve their confidence while finding the roles of feedback they obtained during the program lessened. The results of this study imply the needs to provide comprehensible inputs to the students so that they can enhance their autonomy. The next study should involve the investigation of the effects of comprehensible inputs in an English camp toward learnersÔÇÖ autonomy.
References
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Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9–38. https://doi.org/10.1177/1362168817725759
Boyadzhieva, E. (2016). Learner-centered Teaching and Learner Autonomy. Procedia - Social and Behavioral Sciences, 232(1), 35–40. https://doi.org/10.1016/j.sbspro.2016.10.008
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Kurniawan, R., & Fussalam, Y. E. (2020). Meningkatkan Kemampuan Berbicara Bahasa Inggris Dasar Melalui Kegiatan English Camp. Jurnal Muara Pendidikan, 5(2), 752–756. https://doi.org/10.52060/mp.v5i2.413
Lyster, R., & Genesee, F. (2012). Immersion Education. In The Encyclopedia of Applied Linguistics (pp. 1–2). Wiley. https://doi.org/10.1002/9781405198431.wbeal0525
Mickwitz, Å., & Suojala, M. (2020). Learner autonomy, self-regulation skills and self-efficacy beliefs-How can students’ academic writing skills be supported? Language Learning in Higher Education, 10(2), 381–402. https://doi.org/10.1515/cercles-2020-2026
Mohammadi Zenouzagh, Z., Admiraal, W., & Saab, N. (2023). Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments. Education and Information Technologies, 28(11), 14283–14323. https://doi.org/10.1007/s10639-023-11615-w
Nikoopour, J. A. M. N. F. and M. . (2011). On the Relationship Between Critical Thinking and Language Learning Strategies Among Iranian EFL Learners. Journal of Technology & Education, 2(6), 176–185.
Pham, L. N. (2023). The interplay between learner autonomy and indirect written corrective feedback in EFL writing. TESOL Journal, 14(2), 26–41. https://doi.org/10.1002/tesj.694
Ready, A. F., & Indrayani, N. (2021). English Camp as Learning and Teaching Atmosphere of Speaking Ability Development. Journal of Language Intelligence and Culture, 3(2), 107–124. https://doi.org/10.35719/jlic.v3i2.58
Rezalou, A., & Altay, İ. F. (2022). Strategies for Developing Autonomy by EFL Learners and its Relation to Foreign Language Achievement. Shanlax International Journal of Education, 10(3), 79–85. https://doi.org/10.34293/education.v10i3.4961
Sakai, S., Takagi, a, & Chu, M. (2010). Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia. Educational Perspectives, 43(1), 12–27. http://files.eric.ed.gov/fulltext/EJ912111.pdf
Sinclair, B. (1999). Survey Review: recent publications on autonomy in language learning. ELT Journal, 53(4), 309–329. https://doi.org/10.1093/elt/53.4.309
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Handbook of Research on Student Engagement (pp. 21–44). https://doi.org/10.1007/978-1-4614-2018-7_2
Susanti, A., Rachmajanti, S., & Mustofa, A. (2023). Between teacher’ roles and students’ social: Learner autonomy in online learning for EFL students during the pandemic. Cogent Education, 10(1), 1–16. https://doi.org/10.1080/2331186X.2023.2204698
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. https://doi.org/10.1007/s11165-016-9602-2
Williams, T. (2021, June 14). Why Is Quantitative Research Important? Grand Canyon University. https://www.gcu.edu/blog/doctoral-journey/why-quantitative-research-important
Wiraningsih, P., & Dewi, N. L. P. E. S. (2020). The roles of EFL Teachers in Promoting Learner Autonomy. Jurnal Pendidikan Dan Pengajaran, 53(1), 13. https://doi.org/10.23887/jpp.v53i1.19241
Xiao, S. (2021). Self-efficacy, Autonomy and the Relationships Towards to English Achievement. Proceedings of the 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）, 561, 306–309. https://doi.org/10.2991/assehr.k.210617.084
Artino, A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76–85. https://doi.org/10.1007/s40037-012-0012-5
Azhariah, S., Lengkanawati, N. S., & Rodliyah, R. S. (2023). Teacher Roles in Fostering Learner Autonomy. SALEE: Study of Applied Linguistics and English Education, 4(2), 440–457. https://doi.org/10.35961/salee.v4i2.829
Bell’Aver, J., & Rabelo, E. (2020). Applying effective teaching strategies in dual language immersion Portuguese classrooms. In Hispania (Vol. 103, Issue 4, pp. 523–532). https://doi.org/10.1353/hpn.2020.0112
Benson, P. (1997). Learner autonomy 5: The role of motivation. In System (1st ed., Vol. 25, Issue 4). Authentik. https://doi.org/10.1016/0346-251x(97)90165-2
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9–38. https://doi.org/10.1177/1362168817725759
Boyadzhieva, E. (2016). Learner-centered Teaching and Learner Autonomy. Procedia - Social and Behavioral Sciences, 232(1), 35–40. https://doi.org/10.1016/j.sbspro.2016.10.008
Bremner, N., Sakata, N., & Cameron, L. (2022). The outcomes of learner-centred pedagogy: A systematic review. International Journal of Educational Development, 94(1), 1–11. https://doi.org/10.1016/j.ijedudev.2022.102649
Candra Garhani, B., Supriyono, Y., & Siliwangi, U. (2021). EFL learners’ motivation in English camp setting:self-determination theory perspective. Journal of Teaching and Learning English in Multicultural Contexts, 5(1), 45–60. http://jurnal.unsil.ac.id/index.php/tlemc/index
Chien, C. W. (2020). Analysis of Taiwanese pre-service teachers’ perceptions of and activity designs on school-based English camps for elementary school EFL learners. Innovation in Language Learning and Teaching, 14(2), 188–201. https://doi.org/10.1080/17501229.2018.1549553
Collins, J. (2023, September 9). The purpose of Statistical Analysis. Sciencing.
Cotterall, S. (1999). Key variables in language learning: What do learners believe about them? System, 27(4), 493–513. https://doi.org/10.1016/S0346-251X(99)00047-0
Csizér, K., Albert, Á., & Piniel, K. (2021). The Interrelationship of Language Learning Autonomy, Self-Efficacy, Motivation and Emotions: The Investigation of Hungarian Secondary School Students. In Second Language Learning and Teaching (pp. 1–21). https://doi.org/10.1007/978-3-030-75726-7_1
Daflizar, Sulistiyo, U., & Kamil, D. (2022). Language Learning Strategies and Learner Autonomy: The Case of Indonesian Tertiary EFL Students. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 257–281.
Derakhshan, A., Saeidi, M., & Beheshti, F. (2019). The interplay between Iranian EFL teachers’ conceptions of intelligence, care, feedback, and students’ stroke. IUP Journal of English Studies, 14(3), 81–92.
Dixson, M. D. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning Journal, 19(4), 1–19. https://doi.org/10.24059/olj.v19i4.561
Dmitrenko, N. Y., & Budas, I. O. (2021). The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes. Revista Romaneasca Pentru Educatie Multidimensionala, 13(2), 323–339. https://doi.org/10.18662/rrem/13.2/424
Er, S., & Mirici, İ. H. (2015). Classroom Teachers’ Viewpoints About the Effects of Immersion Programs on Native Language Development in a Turkish Context. Procedia - Social and Behavioral Sciences, 199, 363–367. https://doi.org/10.1016/j.sbspro.2015.07.519
Han, K. (2021). Fostering Students’ Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships. Frontiers in Psychology, 12, 1–7. https://doi.org/10.3389/fpsyg.2021.767079
Han, L. (2014). Teacher’s Role in Developing Learner Autonomy: A Literature Review. International Journal of English Language Teaching, 1(2), 21–27. https://doi.org/10.5430/ijelt.v1n2p21
Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: a self-determination theory perspective. In Asia Pacific Education Review (Vol. 18, Issue 1, pp. 147–157). https://doi.org/10.1007/s12564-016-9468-z
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43(1), 27–38. https://doi.org/10.1016/j.learninstruc.2016.01.002
Karimah, A. (2020). Investigating Teachers’ Strategies To Promote Learner Autonomy in English Language Teaching (Elt) Practice. Getsempena English Education Journal, 7(2), 317–328. https://doi.org/10.46244/geej.v7i2.1040
Kurniawan, R., & Fussalam, Y. E. (2020). Meningkatkan Kemampuan Berbicara Bahasa Inggris Dasar Melalui Kegiatan English Camp. Jurnal Muara Pendidikan, 5(2), 752–756. https://doi.org/10.52060/mp.v5i2.413
Lyster, R., & Genesee, F. (2012). Immersion Education. In The Encyclopedia of Applied Linguistics (pp. 1–2). Wiley. https://doi.org/10.1002/9781405198431.wbeal0525
Mickwitz, Å., & Suojala, M. (2020). Learner autonomy, self-regulation skills and self-efficacy beliefs-How can students’ academic writing skills be supported? Language Learning in Higher Education, 10(2), 381–402. https://doi.org/10.1515/cercles-2020-2026
Mohammadi Zenouzagh, Z., Admiraal, W., & Saab, N. (2023). Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments. Education and Information Technologies, 28(11), 14283–14323. https://doi.org/10.1007/s10639-023-11615-w
Nikoopour, J. A. M. N. F. and M. . (2011). On the Relationship Between Critical Thinking and Language Learning Strategies Among Iranian EFL Learners. Journal of Technology & Education, 2(6), 176–185.
Pham, L. N. (2023). The interplay between learner autonomy and indirect written corrective feedback in EFL writing. TESOL Journal, 14(2), 26–41. https://doi.org/10.1002/tesj.694
Ready, A. F., & Indrayani, N. (2021). English Camp as Learning and Teaching Atmosphere of Speaking Ability Development. Journal of Language Intelligence and Culture, 3(2), 107–124. https://doi.org/10.35719/jlic.v3i2.58
Rezalou, A., & Altay, İ. F. (2022). Strategies for Developing Autonomy by EFL Learners and its Relation to Foreign Language Achievement. Shanlax International Journal of Education, 10(3), 79–85. https://doi.org/10.34293/education.v10i3.4961
Sakai, S., Takagi, a, & Chu, M. (2010). Promoting Learner Autonomy: Student Perceptions of Responsibilities in a Language Classroom in East Asia. Educational Perspectives, 43(1), 12–27. http://files.eric.ed.gov/fulltext/EJ912111.pdf
Sinclair, B. (1999). Survey Review: recent publications on autonomy in language learning. ELT Journal, 53(4), 309–329. https://doi.org/10.1093/elt/53.4.309
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Handbook of Research on Student Engagement (pp. 21–44). https://doi.org/10.1007/978-1-4614-2018-7_2
Susanti, A., Rachmajanti, S., & Mustofa, A. (2023). Between teacher’ roles and students’ social: Learner autonomy in online learning for EFL students during the pandemic. Cogent Education, 10(1), 1–16. https://doi.org/10.1080/2331186X.2023.2204698
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. https://doi.org/10.1007/s11165-016-9602-2
Williams, T. (2021, June 14). Why Is Quantitative Research Important? Grand Canyon University. https://www.gcu.edu/blog/doctoral-journey/why-quantitative-research-important
Wiraningsih, P., & Dewi, N. L. P. E. S. (2020). The roles of EFL Teachers in Promoting Learner Autonomy. Jurnal Pendidikan Dan Pengajaran, 53(1), 13. https://doi.org/10.23887/jpp.v53i1.19241
Xiao, S. (2021). Self-efficacy, Autonomy and the Relationships Towards to English Achievement. Proceedings of the 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）, 561, 306–309. https://doi.org/10.2991/assehr.k.210617.084
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2024-12-01
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Adara, R. A., Victorynie, I., Hamer, W., & Rohimajaya, N. A. (2024). Enhancing Learners Autonomy: Effects of an English Camp Program. Ta’dib, 27(2), 333–346. https://doi.org/10.31958/jt.v27i2.11985
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