Learner Autonomy: Effectiveness and Challenges at Intermediate Level in Punjab, Pakistan
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The effectiveness of learner autonomy with respect to second language acquisition has been investigated by various researchers all over the world. Still, it is not given adequate attention in Pakistan, where language proficiency is mostly a matter of developing expertise in writing skills. The education system in Pakistan is highly teacher-centered. It is based on delivering instructions through traditional methods that compel students to do nothing but merely listen to the lecture, passively. Later on, they are evaluated solely on the basis of their performance in the written exam. This research aims to evaluate the effectiveness and challenges of introducing learner autonomy in developing writing skills at intermediate level in ESL classrooms in Punjab, Pakistan. Learner autonomy works in three major areas. Firstly, it aims at enhancing the effectiveness of learning in short- and long-term language learning contexts. Secondly, it lowers the barriers between language learners and learning contexts. Thirdly, it transforms language learners into useful and effective individuals. The research sample comprised the intermediate students of Sialkot district. For the current study, a total of 120 female students of intermediate were selected. Experimental research design was used. The students were divided into two groups: control and experimental. Control group was taught the lecture using the existing teacher-centered approach. Experimental group was taught through autonomous activities using student-centered approach in order to develop learner autonomy in them. Lesson plans were designed and paired sample t-test was employed for the analysis of pre-tests and post-tests . The results revealed that the students of control group, who were taught by the lecture method, showed better results in their post-tests. On the contrary, students of experimental group, who were taught using a student-centered approach to develop learner autonomy, showed a remarkably small growth in their post-tests. The researchers observed that there was relatively low harmony and collaboration in between students and teachers, while pursuing for learner autonomy. They also conducted participants’ observations and interviews for data triangulation. They observed that most of the teachers do not want to promote learner autonomy and remain stuck with the traditional lecture method in order to ensure the success of the participants in written examination. The current research will help the teachers and students to remove the barriers and promote learner autonomy for the real acquisition of the English language.
Keywords: English as Second Language (ESL), lecture method, learner autonomy, student-centered approach
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