Understanding Learner Autonomy through Cognitive, Metacognitive and Social Strategies Used by English Language Learners in a Computer-based Classroom
The purpose of this study is to investigate the extent to which metacognitive, cognitive and social strategies contribute to learner autonomy. Data were collected from 104 first year undergraduate learners who were taking a required Computer course in the English Language Teaching program at one of the major government universities in Turkey. Learners were asked to respond to a questionnaire adapted from Figura and Jarvis (2007). Descriptive statistics was employed to analyze the data to determine the types of strategies that learners use and their influence on learner autonomy. The results showed that the participants demonstrated autonomy to a certain extent. However, they used metacognitive and cognitive strategies more than the social strategies. Based on the results, implications are provided with respect to how to encourage learners to use more of the learning strategies so that learners can achieve greater levels of autonomy.