Autonomous Learning Case Study in General English 1 Classes at UFM and Suggestions

Abstract

In Industrial Revolution 4.0, Learning Autonomy was a key component in lifelong learning process. Self-directed learners can set their own learning objectives, select their own learning content and methods, monitor, and assess their own process. However, to be truly independent in language learning, learners must be aware of their lifetime efforts while also receiving proper teacher guidance and support. This paper aims to introduce Learning Autonomy and its remarkable features. 116 freshmen in Non - English Language Major in General English 1 Classes at the University of Finance and Marketing took part in a survey to determine their level of learning autonomy, particularly in the subject. The questionnaire responses indicate that students’ learning attitudes, responsibility, and motivation for autonomy in learning the subject are quite low. As a result, freshmen should be trained to take a more active role in learning process planning, goal setting, and negotiating the teaching and learning process. Then there are some suggestions for both the lecturers and the learners to effectively promote autonomous learning.