Learner Autonomy in East Asian University Contexts

onathan Aliponga; Christopher Johnston; Yasuko Koshiyama; Tina Ries; Thomas Rush

Authors

onathan Aliponga Kansai University of International Studies, Hyogo, Japan
Christopher Johnston Kansai University of International Studies, Hyogo, Japan
Yasuko Koshiyama Kansai University of International Studies, Hyogo, Japan
Tina Ries Kansai University of International Studies, Hyogo, Japan
Thomas Rush Kansai University of International Studies, Hyogo, Japan

Abstract

There is no doubt that learner autonomy plays a very important role in successful language acquisition. However, there has been an extensive discussion of whether or not learner autonomy is an exclusively Western cultural construct. Some researchers argue that the concept of learner autonomy is perceived differently in different cultures, and the influence of socio-cultural contexts cannot be ignored when trying to implement learner autonomy. Considering the importance of learner autonomy in language acquisition and how it varies according to the socio-cultural context, this paper looked into EFL students’ perceptions of learner autonomy in East Asian university English classes taught by native speakers of English (NSE) and non-native speakers of English (NNSE), and the perceptions of native speakers of English (NSE) and non-native speakers of English (NNSE) in terms of the implementation of learner autonomy in their English language classes.

DOI: 10.5901/jesr.2013.v3n7p83