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ORCID

0000-0001-5919-3386

Abstract

While the concept of 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? Using a Philippine case, this study attempts to re-define 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 language learner autonomy 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 language learner autonomy in distance education. The findings categorically revealed that learner autonomy is both an ability and capacity to self-direct one’s own learning; and these are expounded in the proposed 5R model of language learner autonomy in time of pandemic for distance education: responsible, responsive, resourceful, resilient, and reliant.

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