E RELATIONSHIP BETWEEN LEARNER AUTONOMY AND STUDENTS’ ENGLISH LEARNING STRATEGIES IN THE CONTEXT OF ONLINE LEARNING AT NANNING UNIVERSITY
คำสำคัญ:
Learner Autonomy, English Learning Strategies, Nanning Universityบทคัดย่อ
The objectives of this research were: 1) to study students’ learner autonomy at Nanning University, 2) to study students’ English learning strategies in the context of online learning at Nanning University, and 3) to study the relationship between learner autonomy and students’ English learning strategies in the context of online learning at Nanning University. This study adopted a quantitative method to explore the relationship between learner autonomy and English learning strategies in the context of online learning. A total of 379 students were selected using purposive sampling to identify eligible participants, followed by simple random selection based on the Krejcie and Morgan (1970) sample size determination table. The research instrument was a self-designed questionnaire. The statistical analyses included descriptive statistics (frequency, percentage, mean, and standard deviation) and Pearson’s product–moment correlation coefficient.
The research results were as follows:
- Learner autonomy at Nanning University in 5 aspects was at a high level ( =4.187, S.D.=0.778). Considering the results of these 5 research aspects were as follows: the highest rank was “Understanding teaching objectives and learning requirements” ( =4.277, S.D.=0.738), indicates a high level, followed by “Setting learning goals” ( =4.180, S.D.=0.777), whereas “Monitoring the learning process” was the lowest rank ( =4.151, S.D.=0.794).
- English learning strategies in the context of online learning at Nanning University in 6 aspects was at a high level ( =4.128, S.D.=0.797). Considering the results of these 6 research aspects were as follows: the highest rank was “Memory Strategies” ( =4.144, S.D.=0.787), indicates a high level, followed by “Social strategies” ( =4.139, S.D.=0.788), whereas “Metacognitive strategies” was the lowest rank ( =4.113, S.D.=0.803).
- It was found that the relationship between learner autonomy and English learning strategies has a positive correlation at the very high level with statistical significance level at .01 (r=0.906).
These findings provide empirical evidence of the positive relationship between learner autonomy and English learning strategies in the context of online learning, and they help clarify the interaction between these two variables in online learning settings.
เอกสารอ้างอิง
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