A Correlation between Learners’ Autonomy and Performance of the EFL Learners’ Speaking Skills at Graduate Level

Abstract

This study examines the relationship between learner autonomy and the performance of EFL learners at the graduation level, focusing on student responses to autonomy provision and the impact of content control. Through two primary research questions, the study aims to analyze factors influencing learner autonomy's impact on language learning and explore the effects of content control on engagement, motivation, and proficiency. Utilizing a mixed-method approach, 200 students in Rahim Yar Khan, Punjab, Pakistan, participated in a structured questionnaire. Findings indicate predominantly positive student responses to autonomy provision. However, future research is needed with larger, more diverse samples for enhanced external validity. Nuanced approaches to content control balancing autonomy with guidance are advocated to optimize motivation and proficiency development. In conclusion, this research provides insights into learner autonomy's role in EFL education, advocating for its integration into pedagogical practices to empower students and promote meaningful language learning experiences.