Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub

Hebah Asaad Hamza Sheerah¹ & Meenakshi Sharma Yadav₂
¹English Department, Applied College for Girls, King Khalid University, Saudi Arabia. ORCID: 0000-0002-7775-4615
²English Department, Applied College for Girls, King Khalid University, Saudi Arabia. ORCID: 0000-0001-7962-3267. Corresponding author Email: m-@kku.edu.sa

Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.21
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Abstract  

Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students’ level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub’s learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners’ autonomy could be achieved practically. The writing exercises practiced at writing classes; ‘Writing hub’ proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students’ role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners’ autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.

Keywords: autonomy, EFL, writing hub, process approach, autonomous learner