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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
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About the Issue
Issue
Vol. 14, No. 4, 2022 | "Global Anxieties in Times of Current Crises"
Editor
Tirtha Prasad Mukhopadhyay
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Issue DOI
https://doi.org/10.21659/rupkatha.v14n4
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About the Article
Title
Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions
of Teaching and Learning Practices at Writing Hub
Author/s
Hebah Asaad Hamza Sheerah1 & Meenakshi Sharma Yadav2
Affiliation
1,2 English Department, Applied College for Girls, King Khalid University, Saudi
Arabia.
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https://rupkatha.com/v14n421
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1
Rupkatha Journal, Vol. 14, No. 4, 2022
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
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
Introduction:
Autonomy means the students’ active role in managing their learning. Learner autonomy (AL) has
been identified as an effective medium for facilitating learning. The learning process becomes
more actively engaged by students, and instructors take on the role and responsibilities of
facilitators. Instructors with significant experience are better able to promote learner autonomy
based on the ages, levels of proficiency, and cultural backgrounds of their learners than less
2
Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
experienced or novice instructors. The significance of AL in language acquisition has long been
investigated through the definition of its many concepts and the functions that institutions,
instructors, and students play in promoting and advocating for AL. In a Saudi higher education
EFL environment, learner qualities that could support the development of learner autonomy and
language acquisition in writing were defined by perceptions and practices of autonomous learning
(Halabi, 2020). According to Alzubi et al. (2017), the learning autonomous (LA) style of education
is designed for universities and as a result, it has several problems that prevent students from
making independent decisions about what and how they will learn. Saudi universities require its
first-year students to develop their capacity as autonomous learners. They ought to take charge,
make choices, and project confidence. Additionally, they must strengthen their problem-solving,
logic, and critical thinking abilities. However, the Saudi Arabian educational system as it stands
emphasizes rote learning and instructor authority. Such a system of education is out of touch with
the reality of the modern world. Additionally, it is unsustainable due to the lack of innovative
learning activities that encourage learners to engage in autonomous study.
Even though there are countless initiatives 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 (Alrabai, 2016; 2019; Alqahtani, 2018; Moskovsky & Picard, 2018;
Assulaimani, 2019; Allmnakrah & Evers, 2020; Sheerah et al., 2021; Alamri, et al., 2021; Khadawardi,
2022). Previous studies have reported that the deficiency in learning EFL stems mainly from the
absence of communication in English inside and outside the classrooms, among other key issues,
such as the dominance of passive learning, which remains deeply rooted in the Saudi educational
system; the use of traditional methods of teaching; and learners’ lack of enthusiasm (Alrabai, 2014;
Khan, 2011; Rabab, 2005; Troudi & Al-Mahrooqi, 2014).
Therefore, Autonomy has become an essential concept in all learning but the field of EFL
learning in particular. It has significant associations for both specific learners and educators
equally. Little (2003) argues that learner autonomy is critical for at least three reasons concerning
individual learners:
(i) Ikonen (2013) asserts that this claim is frequently supported by the fact that taking
ownership and control of one's learning implies the presence of characteristics of effective
learning, such as intrinsic motivation, metacognitive skills, subject knowledge, and awareness that
learning is a process.
(ii) According to Little (2003), when students are actively engaged in their education, they
develop a desire to study and are able to get past issues caused by a lack of motivation.
(iii) The third reason is more directly related to language education because of the nature
of languages themselves.
Since the 1990s, one of the most discussed topics in language learning has been how to
learn a language autonomously. In order for learners to become autonomous learners in the
twenty-first century, instructors must be able to support them. Additionally, recent studies have
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Rupkatha Journal, Vol. 14, No. 4, 2022
shown that numerous researchers take into account various aspects of learner autonomy process
and perception, which may be divided into initiating, monitoring, and assessing. Understanding
individual or self-directed learning preferences, establishing goals, designing study programmes,
and creating learning opportunities are all part of the beginning process. Monitoring has to do
with maintaining and engaging in learning, which includes choosing the right strategies, changing
the learning curve, and compromising with others. Reviewing learning outcomes involves
evaluating, as in editing an assignment and rating a piece of writing.
Autonomous Learning: Approaches to learner autonomy (LA)
The ability of the learner "to take charge of their own learning" is the fundamental concept of
learner autonomy (Holec, 1981). We may claim that these learners have a solid understanding of
the why, what, and how of their education, which is consistent with Little's (2003) definition of
autonomy as "the capacity of detachment, critical thinking, decision-making, and independent
action" (p. 15). As a result, the learners obtain and develop cognitive strategies for autonomous
learning and use their knowledge and skills. Saffkova & Tuma (2012) claim that because the
instructor acts as a facilitator and offers assistance to the learner, students in this atmosphere take
ownership of their learning. In an EFL classroom, the learners become the chief and central
elements in the learning process and the process becomes centralized, individualized, and self-
directed. As a result, learners are expected to take the initiative in their education and make their
own decisions in order to accomplish their own goals, with instructors being required to support
this process by offering guidance and providing assistance to students as needed.
Over the past few decades, the terms "self-access learning," "independent learning," and
"autonomous learning" have all gained popularity. Their popularity demonstrates how various
factors influence how students take control of their learning at various stages of development.
Benson (2001: 107 ff.) describes mainly six approaches to learner autonomy. According to the
research by Melor, Azizah, and Zahidi (2018), ESL instructors employed a variety of strategies to
encourage their students to become more autonomous learners. Additionally, the research
supported giving students the chance to develop their own autonomy based on their viewpoints
on learner autonomy. The learner-centered method of teaching writing in EFL classes is the main
topic of this study. Learner-centered strategies place a strong emphasis on behavioural and
psychological adjustments that allow students more control over their own education and aid in
their improvement as language learners. This strategy is based on the types and methods of
learning and using the language mentioned above. Boyadzhievalt (2016) conducted a study based
on Holec's (1981) enhancing learner autonomy theory and found that giving learners more control
over their learning will likely make them more motivated. But from what researchers have seen in
Bulgarian schools, attempts to implement the idea of student autonomy have only been partially
successful. Many researchers and instructors say that learner autonomy is directly caused by
explicit training of methods. Nonetheless, it is essential to identify strategies from non-strategic
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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
learning processes that might be brought to awareness and modified through reflection. This does
not imply, however, that styles and methods are irrelevant; instead, they are merely one way to
achieve learner autonomy.
Learner-based approaches strive to divert students' attention from completing tasks to
facilitating learning. Wenden (1991) said that LA could be done through reflection on learning
materials and activities, such as discussions that make people more aware of available resources,
showing and practicing ways to use resources, and explaining the theoretical concepts of
language acquisition that guide the choice of resources and strategies. Legutke and Thomas
(1991) suggested that language teachers who want to help their students learn better and get
them ready to learn languages for the rest of their lives should use integrated methods.
Hussain et al (2020) and Niittylahti et al (2021) found that lack of confidence, instructors'
overreliance, low motivation, short-term targets in classroom instruction, memorization, a strong
urge to use their mother tongue, and general ignorance of self-evaluation negatively impacted
learner autonomy in EFL learning of undergraduate students. Language skills need constant
repetition and practical practice inside and outside the classroom (Ghazi-Saidi & Ansaldo, 2017).
So, learner mentoring, training, and practices are needed to help learners take control of their
learning, improve educational equity, and support learning throughout life (Alshenqeeti &
Alrahaili, 2020).
Saudi students, after spending years learning, lack the confidence to draught an academic
paper. While texting academic work, they make grammatical and spelling blunders and run into
structural issues (Alharbi, 2017). Students can so study at their own speed and at their own time
thanks to hybrid learning. Students can complete their writing assignments quickly with the help
of e-learning technologies, making online learning productive (Putri et al. 2020; Kaden, 2020;
Hussain et al, 2020; Niittylahti et al, 2021). Additionally, the blackboard greatly aids students in
writing better by providing them with writing tips and guidelines (Al Tameemy et al, 2020). Many
students find that online writing education is effective, sometimes even superior than
conventional in-person instruction. College students are used to receiving immediate response
from instructors about their submitted work.
For EFL instructors, getting improved results and fostering students' writing abilities
remain challenging tasks. Research has shown that diverse approaches are used in EFL classrooms,
although varied levels of process approaches were used in EFL writing instruction. Additionally,
the outcomes showed that encouraging cooperative learning and instructor-peer feedback
enhances the writing abilities of EFL students (Selvaraj & Aziz, 2019). One study examined
autonomous learning and discovered a severe lack of understanding of the crucial function of
learner autonomy in the Saudi EFL environment (Asiri & Shukri. 2020).
Since the 1990s, one of the most discussed topics in language learning has been how to
learn a language autonomously. 21st-century education requires teachers to be able to support
students to become autonomous learners. Rapid changes in the educational system, like the
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Rupkatha Journal, Vol. 14, No. 4, 2022
growth of technology in education, the way languages are taught, and the explosion of
information, show that there are significant changes in how knowledge works and how it is framed
and shared. Therefore, recent studies have revealed the characteristics of autonomous learners in
the education sector.
However, all frameworks excessively emphasize that the most important approaches for
promoting learner autonomy empower learners with choice and control over learning, increase
their awareness and metacognition, and fulfill their learning goals, needs, and emotions. In
addition, they all highly emphasize the critical role of teacher support in this respect. Earlier studies
such as those of Voller (1997), Benson (2013), Murase (2015), and Pham (2021) hypothesized that
the main trait of the teacher as a facilitator is to provide psychosocial and technical support to
students. In the most empirical and theoretical studies in the Saudi context, the researchers—Al
Asmari, 2013; Alqahtani, 2015; Alonazi, 2017; Alrabai, 2018; 2019; 2021; 2022; Almusharraf, 2020;
2021 Alhejaily, 2020; Holbah and Sharma, 2021; Abalkheel, 2022; Fakih, 2022 investigated that the
practicality of such strategies is yet to be established for the motivational and anxiety-reducing
strategies, utilizing specific strategies to promote learner autonomy and metacognitive
knowledge awareness and the regulation of one’s thinking in the classroom. Alonazi, 2017; Halabi,
2018; Borg and Alshumaimeri, 2019; Siri and Shukri, 2020; Alshaikhi, 2020; Oraif and Elyas, 2021;
Alharbi, 2022; and Albogami, 2022 found the causes of low autonomous language learning in EFL
students are: anxiety, demotivation, disorientation, traditional pedagogy-centered classes, cultural
and mother-tongue barriers, passive, dependent, lacking initiative and non-autonomous, less
optimistic, lack of motivation, lack of independence, low proficiency in other curricular and social
constraints, lack of knowledge and improper training, low proficiency in self-directed activities,
high dependency on the teacher, lack of proper feedback, lack of knowledge and the improper
training, management power, low readiness in decision-making abilities and involvement in self-
directed activities, high dependency on the teacher, lack of teacher proper feedback, lack of
training on how to develop autonomous language learning skills, and likewise. Learner autonomy
has been deemed an effective channel through which learning takes place. In contrast to this
phenomenon, research on writing hub autonomous learning in the Saudi higher education
context is rarely discussed.
Autonomous learning practices to enhance writing
Recent research on writing autonomously revealed difficulties and complications, including
demotivating factors, non-cognitive aspects, grammatical language aspects like collocations and
phrasal verbs, and lexico-grammar integration errors (Holbah & Sharma, 2021), cultural barriers
(Ilyas & Afzal, 2021), low writing proficiency (Alsamadani, 2022), a lack of engagement and
students' beliefs in writing study (Takrouni & Assalahi, 2022), the majority of participants (89%)
claimed to be independent learners, but their justifications revealed the narrow range of
6
Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
autonomous learning methodologies. Though, it implies that both instructors and learners might
not comprehend what it means to learn autonomously.
However, because they can employ technical tools, suitable tactics, and directions,
students and instructors have a good attitude toward learner autonomy in writing. But what if the
instructors and students are unsure of how the students' cultural origins affect their capacity to
develop autonomous writing skills? In that circumstance, obstacles on the persons and
institutional levels will prevent autonomy from being as autonomous as it may be. According to
Khulaifiyah et al. (2021) learner autonomy requires the modernization of learning environments,
inclusive classrooms, and strategies for the effectiveness of students' learning by tying students'
experiences with the classroom and encouraging genuine reflection as they acquire new
knowledge. The study's conclusion also discusses about how metacognition can help EFL learners
in different educational settings become more autonomous.
Importance of autonomous learning
The four key benefits of becoming an autonomous learner are as follows. First, EFL students may
only sometimes have their instructor's help; thus, they need to be able to learn alone. Second,
because their education will be more personalized and focused, autonomous learners are more
likely to succeed in their learning. Third, the skills required for self-determining learning will also
be essential in the future, even on the job. Finally, even if autonomous learners do not always feel
enthusiastic about their learning or occasionally lack motivation, they will typically succeed since
they are more proactive in their learning.
Learner autonomy entails the slow and perhaps challenging process of learning how to
learn. Learners must be given a chance to evaluate and reflect on various worthwhile learning
activities to become autonomous. This will be accomplished by a joint student, peer, and teacher
efforts. All three groups' evaluations of their own learning will be crucial. The autonomous learner
must therefore acquire social abilities including empathy, tolerance, and a knowledge of
differences, as well as the ability to communicate, debate, and negotiate with the instructor and
other students. Some students may find it difficult to collaborate in this approach because they
need to develop used to seeing learning as a social activity. Structure learner autonomy includes
interaction with cognitive, metacognitive, emotional, and social dimensions as well as a variety of
academic, intellectual, interpersonal, and personal skill developments. Developing learner
autonomy will undoubtedly involve the extensive experienced in technological advanced
instructor. First and foremost, the learning environment needs to allow students to take charge of
their education. This might be done by giving them a chance to engage in peer and self-evaluation
activities or negotiate with other students. Since certain students could require a different
conceptual posture toward their learning, the instructor must present and explain the relevance
of learner autonomy and the essential abilities. The instructor can support students who may not
be able to set objectives or organise their learning at first by structuring the learning, offering
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Rupkatha Journal, Vol. 14, No. 4, 2022
appropriate goals, defining or negotiating a timetable, or scaffolding the learning. Most students
cannot naturally reflect; thus, teaching learners how to do so is another way that instructors can
help and support their learning. The instructor's support can be gradually withdrawn as the
students acquire the requisite abilities. It is crucial to avoid eliminating the support too quickly or
entirely since, if students are not ready, this might be demotivating.
We must therefore pay close attention to the methods and exercises used in the actual
classroom setting. Instructors can assist these students in utilising technological tools to improve
their language learning by understanding the relationship between their outside-of-class self-
directed technology-enhanced language learning experience and their learning philosophies
(Yuliantini & Sukerti, 2018). Therefore, this present study seeks to construe how instructors’ and
students’ views on the perception, perspectives, and practices of autonomous learning at the
writing hub tool at the Community College for Girls, King Khalid University in Saudi Arabia, and
to what extent they engage in developing it in the autonomous learning context.
Research gap
Numerous studies have been conducted on the development of learner autonomy and improving
academic writing in the EFL classroom. Since learner autonomy is not a novel concept, it has been
demonstrated to be a valuable pedagogical enhancement tool since the epidemic and even
before that, when students assumed the role and responsibility for their learning in the absence
of instructors and educational institutions. Some studies additionally conveyed their findings to
enhance EFL students' writing skills. However, few studies investigated the role of independent
learning methods in improving writing skills. Therefore, this study aims to fill the lacuna in
knowledge regarding how autonomous learning practices at a writing hub help EFL students
improve their writing.
Statement of Problem
LA is a necessity rather than a choice in a constantly transforming learning environment. Similar
to childhood learning strategies, EFL learners can also learn language skills in a relaxed setting as
children learn a language, basic literacy and numeracy skills, humor, and more. Since writing is the
most difficult skill to master, it is believed that if students are given writing assignments and are
taught critical thinking and problem-solving techniques on their own, with the support of a non-
judgmental and encouraging mentor, they will be able to develop autonomy and become
proficient writers.
Research Hypothesis
8
Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
This study is motivated by a straightforward and simple research hypothesis. Since writing is both
an essential skill and one of the most challenging ones to acquire. Even though several studies
have detailed strategies for enhancing EFL academic writing, there is still room for improvement.
The premise of this study is that providing EFL students with opportunities to practice writing at
a ‘Writing hub’ will help them become more independent students and improve their writing. How
do these autonomous learning practices prove as a pedagogical tool for enhancing writing?
Therefore, two variables are utilized in the investigation. The independent variable is
writing hub practices, while the dependent variable is the enhancement of autonomy among the
learner in the EFL classroom. The independent variable is the extent to which students utilize and
practice writing hub activities to cater to their own learning needs and take responsibility for their
own development.
Research Questions
1. What are EFL students’ perceptions of learning practices at the writing hub to enhance
autonomous learning as a pedagogical tool to support EFL writing?
2. What are EFL instructors’ perceptions of teaching practices at the writing hub to enhance
autonomous learning as a pedagogical tool to support EFL writing?
3. To what extent is the importance of autonomous learning noticeable in EFL writing
classrooms?
Methodology
In order to examine EFL students' and teachers' perspectives of the significance and efficacy of
autonomous learning activities at the Writing hub to improve their writing, this research has
implemented a case study of thirteen (13) weeks of intervention. Additionally, a quantitative
methodology is used in this study to address the research issues. The study began in February
2022, adopting autonomous learning strategies in teaching language skills, especially in the
'Writing hub' in the writing classrooms during the 3rd semester at Applied College for Girls in King
Khalid University.
Instruments of data collection
To do the quantitative analysis of questions 1 and 2, two Likert scale questionnaires were
structured. The students' questionnaire contained a total of 17 items; questions 1 to 5 explained
the general views of students about autonomous learning. The remaining questions were based
on a kind of scientific response scale in which respondents indicated how much they agreed with
a statement, usually in intervals of five points: Strongly disagree, disagree, neither agree nor
disagree, agree, disagree strongly, strongly agree, and strongly disagree (Preedy & Watson,2010).
The teachers' questionnaire also contained 20 items; out of them, 1 to 5 described the general
views about autonomous learning; the remaining was related to the effectiveness of teaching
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Rupkatha Journal, Vol. 14, No. 4, 2022
practices to develop learner autonomy in the writing hub. The
t
-test statistical statistics
demonstrated the effectiveness of independent learning at the writing hub in improving writing
abilities. The
t
-test resulted, on the other hand, showed that students had more liberty in the
classroom.
Participants
The total population varied for three research questions. First, a sample of 77 EFL students was
collected from level 2 students to know their perception of learning practices at the Writing Hub
to enhance autonomous learning as a pedagogical tool to support EFL writing. Similar to this, a
sample of 8 EFL teachers was gathered to acquire their opinions of the efficacy of the pedagogical
methods and strategies used at the writing hub to promote autonomous learning at King Khalid
University's Applied College for Girls (Abha). The mean and standard deviation for that subset of
cases will be reflected in the standard scores. Finally, without including the students' test results,
the study is lacking. About 131 students' test scores (from 3 sections) were gathered for the test.
Since the study concentrated on level 2 during the third semester of university, the test results of
the mid and final exams (only essay writing grades) were compared using the
t
-test.
Data collection process
The study process starts at the commencement of the new semester in February 2022. According
to the plan, the general looming problem of students' incapability and lack of confidence in
writing essays was taken into consideration. Therefore, as the semester went ahead, with every
unit, a sense of understanding and critical thinking was developed among the students. The
‘Writing hub’ classes were especially focused on the writing of academic essays. Consequently, a
number of writing worksheets were prepared to get the students' enrolment in doing the
exercises. The writing hub's writing worksheets were constructed to introduce academic
vocabulary, mind mapping, and the structure and procedure of writing an academic essay step-
by-step. The approach adopted was the process approach to make the class student-centered.
Here, each and every student gets a worksheet in each class. To begin with, students are
introduced to a good amount of academic vocabulary. With a more extensive vocabulary, the
students could create more engaging sentences and steer clear of using the same terms many
times throughout the same text. In addition, by learning to employ alternative words and phrases,
EFL learners might make their writing more engaging and enjoyable to read.
Although the instructors became active participants, monitors, consultants, and guides as
the communicatively learner-centered teaching paradigm takes over. The instructors took the role
and responsibilities for the smooth processing of the writing hub session. What was their
perception of the effectiveness of the practices, assessed using SPSS in the research?
Findings
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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
i. Students’ perception survey results: The quantitative data analysis is done using SPSS
to answer students' perceptions of learning practices at Writing Hub to enhance autonomous
learning among EFL learners. A 17-item
Likert scale
questionnaire created in Google form was
used to gather the data, divided mainly into students' general views about AL and students'
perceptions and practices about AL in Writing Hub at EFL writing classes.
Table 1 below shows all five questions that intimate the students' general perceptions
regarding the usefulness of AL, the importance of autonomy in language acquisition, the
contribution of instructors to student autonomy, and the acceptability and viability of these
concepts in current teaching and learning environments.
Statistics
usefulness of
AL in learning
context
AL helps or
hinders
language
learning
AL is
possible
without a
teacher's
guidance.
In the
context of
your
learning, AL
is great.
AL is
realistically
achievable
in your
learning
context
N
Valid
77
77
77
77
77
Missi
ng
0
0
0
0
0
Table: 1
In response to the statement that "the AL is effective in learning concepts" (53 students
out of 77) The usefulness of the AL in the learning setting was rated favorably by 68.8% of students
(figure 1), and (52 students out of 77) The majority of the students, or 67.5%, agreed that it is very
useful for learning English as a foreign language (EFL) (figure 2). However, while 41.6% of EFL
students chose that learner autonomy can be attained without an instructor's intervention, 29.9%
of EFL students accepted the instructor's varied operational tasks in an EFL classroom. The general
public was uncertain of this assertion.
Figure: 1 Figure: 2
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Rupkatha Journal, Vol. 14, No. 4, 2022
Responding to what extent promoting learners’ autonomy is desirable in their learning
contexts, 32.5% of the students favored its desirability and 31.2 found it undesirable, 36.2% of the
respondents were not sure about this claim, however. The statement that learners' autonomy is
realistically attainable in the current learning context was accepted by 36.8% of respondents. Rests
of the students 31.6% are unsure and 31.6% find learners’ autonomy unfeasible.
Since the EFL students were introduced to various writing worksheets to enhance writing
in an autonomous environment, several questions were asked about their perceptions of
everything at the writing hub. To begin with, is it interesting to learn to write autonomously; 37.7%
of the students agreed with the statement, while 33.8% disagreed since they felt that the EFL
instructor should be fully involved and immersed in the learning process rather than letting the
students take on that task themselves (Table 2).
AL is interesting to learn English writing autonomously in class
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Agree
16
20.8
20.8
20.8
Disagree
7
9.1
9.1
29.9
Neutral
15
19.5
19.5
49.4
Strongly agree
13
16.9
16.9
66.2
Strongly disagree
26
33.8
33.8
100.0
Total
77
100.0
100.0
Table: 2
Responding to another question that AL led them to write more effectively and
purposefully in academic writing, there is no big difference in the responses. Again, 30% of the
students agreed, whereas 31% disagreed with this fact, and 16 % of the students were neutral
about this fact.
AL helps me to write different grammatical structures confidently
Frequenc
y
Percent
Valid
Percent
Cumulative Percent
Valid
Agree
22
28.6
28.6
28.6
Disagree
6
7.8
7.8
36.4
Neutral
11
14.3
14.3
50.6
Strongly agree
15
19.5
19.5
70.1
Strongly
disagree
23
29.9
29.9
100.0
Total
77
100.0
100.0
Table: 3
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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
Figure: 3
Since the writing hub is designed only for academic writing practices, it gave EFL learners
opportunities to do their writing practices (Table 3). They tried to compose their grammatical
structures. Vocabulary knowledge and enhancement were also included in the writing hub
practices. They wrote their sentences on the given practice sheets and were corrected and
modified by peers and instructors. 37% of the students found AL helpful in writing different
grammatical structures confidently in academic writing. Only 29% of the students did not get help
due to their utmost weakness in English.
I set my own goals to learn English vocabulary and phrases to help me in writing
Frequenc
y
Percent
Valid
Percent
Cumulative Percent
Valid
Agree
21
27.3
27.3
27.3
Disagree
8
10.4
10.4
37.7
Neutral
12
15.6
15.6
53.2
Strongly agree
15
19.5
19.5
72.7
Strongly
disagree
21
27.3
27.3
100.0
Total
77
100.0
100.0
Table: 4
Setting their goals of learning academic vocabulary and phrases gave more opportunities
for ELF learners to write academic text. Out of 77, 36 students agreed with this fact. Like this, 31
students favored the statement that AL provided the students with more opportunities for English
writing in non-native writing hub classes. In terms of motivation (Table 4), EFL learners found it
highly effective in facilitating academic writing. A good number of students, 45 out of 77, agreed
with this statement. That is good enough; only 12 students disagreed with this statement.
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Rupkatha Journal, Vol. 14, No. 4, 2022
Figure: 4
From exam point of view, the customized techniques helped the EFL learners in getting
better score, the Likert scale survey reported its almost 50-50 results. 31 disagreed and 30 students
agreed to this statement. However, most of the students liked AL in expending their learning and
studying, at writing. Figure: 5 shows the difference between the answers of the students.
Figure: 5
In learning strategies and increasing EFL learners’ self-confidence, EFL learners strongly
agreed with the statement, 52% of students found AL to enhance their self-confidence, and only
31.2% disagreed. Conversely, only 13% of students are neutral about this statement.
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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
Figure: 6
Figure 7 describes how students could improve academic tasks using the process
approach. Out of 77 students, 38 agreed with the statement that AL teaches them to use the
process approach to write an academic task by their own. However, the frequency of neutral
responses was only 11 and 28 disagreed with the statement. Using the process approach gave
students an insight into their strengths and weaknesses, and it developed their habits for writing
academic tasks by themselves. 52% of the EFL learners agreed, while 42.9% disagreed with the
statement. Half of the population (50.7%) found it helpful to get peer feedback to support,
improve, and enhance the writing in the writing hub.
Figure: 7
ii. Teachers’ perceptions survey results: To answer the second research regarding
instructor's perceptions and practices in relation to the effectiveness of the AL at writing hub, the
analysis includes descriptive statistics and exploratory factor analysis using 1 to 5-point rating
linear scale from very ineffective to very effective. However, question 1 to five to 5 describes
general views about AL in teaching context. Responding to the usefulness of AL in teaching
context (Figure:8), all participants (100%) agreed to the statement and alike it all agreed to the
statement that learners’ autonomy helps EFL learner in learning English as a language (Figure 9).
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Rupkatha Journal, Vol. 14, No. 4, 2022
Figure: 8 Figure: 9
In the general view section, 50% of the instructors thought that learners’ autonomy could
not be achieved without the help of the instructor (Figure: 10). Responding to another question
about whether encouraging learner autonomy is desirable in a teaching context or not, 87% of
respondents found it desirable. In comparison, only 12.5% replied that it was undesirable in the
teaching context. Nevertheless, when answering this question of whether developing learner
autonomy is realistically achievable in their teaching context or not, 50% of the responses were
unsure, while 37.5% favored this statement.
Figure: 10 Figure: 11
The effectiveness of instructional strategies for promoting learner autonomy in the writing
hub is assessed as we go on to the second component of the instructors' questionnaire. This
makes it possible to implement several teacher-led activities and instructional techniques that
support the development of learner autonomy in the English writing classroom. How much do the
teachers believe that these methods foster student autonomy in Applied College? Instructor’s
opinions in college contexts are statistically analyzed considering from very ineffective to very
effective scale. In responding to the first statement about using the process approach in
developing AL at the writing hub, 62.5% of the respondents found the practices very effective in
enhancing AL among EFL learners.
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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
Figure:12
Table 5 explained that getting to know preparing mind map under process approach
proved really effective that 87%of the respondents agreed with this statement.
Prepare a mind map before they write in practice worksheets
Frequenc
y
Percent
Valid
Percent
Cumulative Percent
Valid
Effective
2
25.0
25.0
25.0
Very effective
5
62.5
62.5
87.5
Very
ineffective
1
12.5
12.5
100.0
Total
8
100.0
100.0
Table: 5
The process approach supported students in creating an effective structure by following
guided writing hub practices in writing classes. 37% of respondents found it very effective, and it
was effective for 50% of the respondents. Only 12% of respondents found it ineffective. The use
of vocabulary practices to enhance the vocabulary size of the EFL learners proved beneficial. They
resulted in these learners' ability to observe and learn academic vocabulary and get help writing
in English. For 50% of the respondents, this learning strategy became remarkably effective, and
37% found it compelling. The process approach further motivates EFL learners to write a lot of
structured texts using academic vocabulary. However, only 50% of respondents thought it was
worthwhile to examine the sentences and structures in order to create their own language rule.
In second part of the questionnaire, students' independent practices at writing hub to
develop autonomous learning in classroom were explored. The instructor's motivation towards
utilizing the reading skills (skim & scan the text) for critical thinking came up with mixed results.
Only 50% of the respondents found the statement compelling, while 37% were neutral. In addition,
12% of the respondents found it completely ineffective to scan and skim the text in the book and
get help writing the essay.
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Rupkatha Journal, Vol. 14, No. 4, 2022
Figure: 13
At writing hub classes, instructors' attempts to inspire EFL learners to use online resources
to get help with writing showed positive results. For example, 62% of the respondents found it
very effective to write an academic essay alone. Scaffolding of peers in the classroom was also a
part of enhancing autonomous learning. Instructors assigned writing tasks that could be practiced
and improved by peer feedback. 87% of the respondents found it very effective, while only 12.5%
found it ineffective in learning and composing writing with peers' help (Table 7).
Assign writing tasks that can be practiced and improved by peer feedback in the
classroom
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
Effective
4
50.0
50.0
50.0
Ineffective
1
12.5
12.5
62.5
Very
effective
3
37.5
37.5
100.0
Total
8
100.0
100.0
Table: 6
Not only peer feedback but also allowing students to work independently in and outside
the classroom with the help of writing hub exercises gave a positive outcome.75% of the
respondents found it very effective in inculcating the autonomy among students. Asking students
to monitor and motivate themselves by recognizing their strengths, weaknesses and needs for
improvement in writing boosted autonomy among EFL students.
Section three in the questionnaire, evaluated teacher’s role in developing autonomous
learning at writing hub practices. Selecting writing worksheets or activities relevant to the
students’ writing needs and goals, 65% of the respondents found it effective, while 25%
considered it neither effective nor ineffective. Instructors’ role of keeping a record of EFL earners’
writing worksheets to practice learning at home is also proved constructive and 75% of the
instructors found it effective. By becoming active and participating in writing practices by selecting
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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
their materials and methods in the classroom proved productive and profitable to the students.
The same no. of respondents answered positively. Instructors’ role of stimulus and motivation to
compose a structured essay using transition words in their writing is favored by 62.5 % of the
respondents. While 75% of respondents preferred to advise students to use dictionaries and
reference materials to acquire academic vocabulary for writing.
Instruct students to use reference books and dictionaries to gain academic
vocabulary for writing
Frequenc
y
Percent
Valid
Percent
Cumulative
Percent
Valid
Effective
3
37.5
37.5
37.5
Ineffective
1
12.5
12.5
50.0
Neither effective nor
Ineffective
1
12.5
12.5
62.5
Very effective
3
37.5
37.5
100.0
Total
8
100.0
100.0
Table: 7
iii. Answering third research question that to what extent the importance of autonomous
learning is noticeable in EFL writing classrooms, a
t-test
is done comparing the writing results of
the students. Two tests (writing essay) marks from three sections at level 2 were collected and
compared through
t-
test.
First, a normality test was conducted by inserting the data of two test marks (mid and
final). The null hypothesis is p 0.05. The values are sampled from a population that follows a
normal distribution. A large number of samples (n-131) show too much power for the normality
test. In the given table, the test shows a significant departure from normality, W (131) =0.96,
p=0.02. It is presumed that the data are regularly distributed because the p-value is greater than
the null hypothesis (p- 0.05). The null hypothesis is disproved by p=0.02.
Tests of Normality
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
df
Sig.
Statistic
df
Sig.
Difference
.112
131
.000
.966
131
.002
Table: 8
The findings of paired sample t-test’s descriptive analysis are given here.
Paired Samples Statistics
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Rupkatha Journal, Vol. 14, No. 4, 2022
Mean
N
Std.
Deviation
Std. Error Mean
Pair 1
Mid exam(Writing marks)
3.57
131
3.328
.291
Final exam(Writing marks)
4.98
131
2.793
.244
Paired Samples Test
`
Paired Differences
Mean
Std.
Deviation
Std. Error
Mean
The difference
is within a 95%
confidence
interval.
Lower
Pair 1
Mid exam(Writing marks) -
Final exam(Writing marks)
-1.401
2.923
.255
-1.906
Table: 9
Paired Samples Test
Paired Differences
t
df
Sig. (2-tailed)
The difference is
within a 95%
confidence interval.
Upper
Pair 1
Mid exam(Writing
marks) - Final
exam(Writing marks)
-.895
-
5.485
130
.000
Table: 10
Figures 14 and 15 present graphical test procedures to demonstrate the normality of the
data. There is a difference between the mean of both the tests shown in both graphs. Figure 15
graphically shows (mid marks final) shows the normal curve. It shows that the data is strongly
normal and optimal to support the study. The difference in mean for both tests is 3.57 and 4.98
for mid-results and final results.
20
Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
Figure: 14 Figure: 15
Discussion
The overall results esteem and support autonomous learning in the present teaching and learning
scenario in the university. However, on the other hand, the student survey proved and accepted
the research done by Khulaifiyah et al. (2021) that learner autonomy necessitates the
modernization of learning environments, inclusive classrooms, and strategies for the effectiveness
of students' learning by incorporating classroom lessons from students' experiences and
encouraging genuine reflection as they learn new information. Although the statistics show the
usefulness and efficacy of a new writing hub that was learner-centered, full of new techniques,
and cooperative with learners to enhance writing. The EFL students were determining the
desirability of the LA in the classroom. On the other hand, it indicated that the concept and notion
of autonomy could not have been more apparent to the learners. It is similar to Buenner's (2019)
study, where the students did not certainly know the concepts of autonomy well. However, some
good populations said yes to the realistically achievable AL in EFL contexts. The outcome was
analogous to earlier research by Alrabai (2021), where learner autonomy was mediated by
teacher-supportive instruction and motivation.
Since the learners became more self-reliant and dependent on themselves, they could
compose writing more effectively and purposefully using the LA (learner autonomy) approach.
The guided structures and scrambled or substituted sentences give enough sentence structures
to learners. According to Little's argument, the study supports the students' efforts to be more
efficient and effective in the EFL classroom. The writing hub concepts assisted learners in
understanding their role as participants in AL approaches.
The participation and involvement in doing the writing hub activities increased and
resulted in positive outcomes in writing assignments and to write in the exam. Intrinsic and
extrinsic motivation remained the boosting tool to facilitate and expedite the writing in writing
hub.
The customized techniques introduced and instructed a mind map, choosing
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Rupkatha Journal, Vol. 14, No. 4, 2022
ideas/keywords, introducing techniques, choosing examples and definitions to expand the main
body, and how to conclude the essay. These expanded the learners’ previous knowledge and
enhanced their writing skills. In the study, the process-oriented approach adopted at writing hub
activities instilled confidence in the students and unquestionably motivated them to write an
academic piece. The majority of respondents strongly agree with this statement. In addition, peer
feedback and teacher-guided strategies and approaches supported, reinforced, and strengthened
their writing capability at the writing hub.
In the modern learning and teaching environment, the entire involvement and guidance
of the instructors who originated and developed AL is desirable. Not only learners but even
instructors were uncertain about the learners' ability to acquire autonomy in practice.
However, when it comes to the effectiveness of the practices and performances embraced
at Writing hub, they were undoubtedly very effective, operative, and actual. The different
approaches in AL were realistic, lifelike, and modernized. They scrutinized and explored the
deficiencies and needs of the learners at the preparatory level. Most respondents preferred to
deliberate and construct a mind map before writing the essay, since it was fruitful for synthesizing
and producing the information. Moreover, getting learners to mug up mind mapping before
writing was declared highly effective. Since it was channeled, stored vocabulary, and significant to
the topic of the essay.
The process-oriented approach motivated the learners to create many structures while
writing the essay. Nevertheless, the peer feedback and instructors’ intervention made the practices
commendable. The Writing hub practices were not only restricted to learning vocabulary but also
exploited, interconnected, and associated reading skills and critical thinking in writing.
Technology-based approaches also gave an opportunity and occasion to work independently and
autonomously. All these modernized and technology-mediated instructions and directives proved
very effective in getting assistance from online sources, websites, and e-books. Learner autonomy
is enhanced and enriched with the enrolment of other learners. The frankness of witnessing and
observing among peers showed less hesitation and unwillingness and boosted perfection in doing
work independently.
The study showed the instructors' different roles in guiding, mentoring, deciding, making
records, and choosing appropriate writing worksheets for Writing hub classes. Reference books
and dictionaries also helped learners be self-reliant and self-dependent in writing classes.
Moreover, students' results proved that practicing all above gave a significant push in
commanding academic writing and improving their grades on the final exam.
Conclusion
The study provided an overall scenario of applying ‘Writing Hub’ practices to infuse autonomy
among the students, and the results showed partial success in fulfilling its aim. During one
semester’s intervention, all practice exercises proved highly helpful to the students in coping with
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Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and
Learning Practices at Writing Hub
primary and fundamental writing issues. However, learners’ autonomy needs to be clarified to the
students to make sure and limit the learners’ roles. The involvements of learners must be clarified,
and students must be given some introductory training and lessons to inform and decide their
role in autonomous settings. Before applying autonomy in the EFL classrooms, new planning,
specific rules, and rubrics should be made. Learners’ autonomy may be enhanced by using
different student-centered, technology-mediated, and resource-based approaches to meet future
circumstances. In the future, more approaches can be applied to enhance and boost writing
domain autonomy among learners.
Declaration of Conflicts of Interests:
The authors reported no potential conflict of interest
Funding disclosure
The authors extend their appreciation to the Deanship of Scientific Research at King Khalid
University for funding and support for this work under research grant award number GRP/144/43.
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About the authors
Dr. Hebah Asaad Hamza Sheerah is currently an assistant professor of TESOL at the Department
of English at Applied College for Girls, King Khalid University, Abha, Saudi Arabia, since 2019. She
got a Ph. D. degree from Reading University, UK, in 2018. Her areas of interest include blended
learning, language and education, teaching and learning, curriculum development, and
collaborative learning. ORCID: https://orcid.org/0000-0002-7775-4615
Dr. Meenakshi Sharma Yadav is an assistant professor of linguistics at Applied College for Girls,
King Khalid University, Abha, Saudi Arabia. She holds a PhD in linguistics from the University of
Rajasthan (India), M. Phil. (ELT) from Banasthali Univesity, (India), and TEFL from London, UK. Her
teaching, training, research, and curriculum design specialties are in linguistics and literary
criticism. ORCID: https://orcid.org/0000-0001-7962-3267
