ORCID
0000-0001-5919-3386
Abstract
Although the concept of language learner autonomy (LLA) has traditionally revolved around learners’ capacity to assume control over their own learning, the circumstances brought about by the pandemic prompt us to delve deeper into this capability. What is the nature of LLA, especially following the COVID-19 pandemic? This study uses a Philippine case to redefine and operationalize LLA by comprehensively describing this phenomenon. It focuses on the themes revealed in the lived experiences of the learners and proposes a model of LLA based on these findings. Exactly 41 Grade 10 ESL learners from a science high school served as participants of this study. These students were chosen as they had experienced blended learning during the pandemic. Following the application of Colaizzi’s method of analysis to the interview and focus group discussion data, seven consistent themes emerged. These themes were subsequently coded and analyzed to refine and develop a more comprehensive model of LLA in distance education. The findings categorically revealed that learner autonomy is both an ability and capacity to self-direct one’s own learning. These are expounded in the proposed 5R model of LLA in time of pandemic for distance education: responsible, responsive, resourceful, resilient, and reliant.
Recommended Citation
Tamano, Roseniya G.
(2023)
"The 5R Model of Language Learner Autonomy: Reconstructing Autonomous Language Learners in Distance Education,"
Journal of English and Applied Linguistics: Vol. 2:
Iss.
2, Article 4.
DOI: https://doi.org/10.59588/2961-3094.1065
Available at:
https://animorepository.dlsu.edu.ph/jeal/vol2/iss2/4
