A STUDY ON EFL LEARNER AUTONOMY IN POST-PANDEMIC PERIOD TERTIARY LEVEL

English

In a country where English is taught as a foreign language like Indonesia, classroom instruction may be the only venue where students have contact with English. Once they leave the classroom, opportunities to use English are scarce as they are totally engrossed in their first language surroundings. Coupled with other unsupportive factors for successful language learning such as large class sizes, limited time allocation for English instruction, and lack of teacher’s encouragement for students’ participation in the classroom activities (Dardjowidjojo, 2000; Nur, 2004), promoting autonomous learning and effective learning strategies becomes more important if students are to achieve an appropriate level of communicative proficiency and become successful language learners. The interest in both language.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.